Principalship

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 Introduction
 Principal main functions is to organize so that there is
optimum learning for students, by deploying people, time
and space to best advantage.
 A principal need to be ambitious and always looking for
new ideas to enhance and improve teaching and learning
process.
 Principal responsibilities covers three dimensions, which
are teachers & supporting staff, students, and society.

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 School Principal is..
Principal is the head administrator of a school who
has been appointed to his position by the ministry of
education. The principal have the legitimate power
and makes the executive decisions that govern the
school, as well as having the authority over the
teachers/staff. The principal is usually also the chief
displinarian of the students.

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 WHO IS A SCHOOL PRINCIPAL?

“ The principalship is a moving, dynamic occupation in almost a

literal sense: the rhythm of the job, from arrival at the parking
lot to the close of business day is typified by pace and
movement, by frequent and abrupt shift from one concern to
another, and by the excitement pervading any institution
dealings with young people…., the principal’s job is different
from other managerial positions because it is essentially an oral
occupation, a job of talking. The principal governs the school
mostly by talking with other people, usually one at a time,
throughout the day.” (Van Cleve Morris (1984)

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In larger schools the principal is assisted by one
or more vice, assistant or deputy principals. They
are second in position behind the principal in
running the school.

Assistant principals typically handle specific

responsibilities, such as student discipline or
curriculum, whereas the principal has overall
responsibility for school functions.

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 IDEAL CONCEPTIONS OF THE PRINCIPALSHIP
i. Definitions of the principal’s roles and responsibilities
have changed over time.

ii. Traditional definitions :

a. Focused on the administrative processes & functions

b. Effective principals are responsible for :

 PLOC
 POSDCoRB
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iii. Gradually, lists of tasks & roles have given way to list of
competencies & proficiencies as the favored way to map
out the territory of educational administration.

iv. The categories of principals competencies &

proficiencies ;

1. Leadership behavior
2. Communication skills
3. Group processes
4. Curriculum & instruction
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 CONT’D

5. To enlist the expertise of staff for improving

instruction
6. Assessment
7. Organizational management
8. Fiscal management
9. Political management

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 Tasks and Roles

1. Leadership Behavior

• Inspire all concern to join in accomplishing the

school’s mission..
• Apply effective human relations skills …
• Encourage the leadership of others…..

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2. Communication Skills
• Persuasively articulate their beliefs and effective
defend their decisions..
• Write clearly and concisely so that the message is
understood by the intended audience
• Apply facts and data to determine priorities…

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3. Group Processes
• Involve others in setting short- and long- term
goals…
• Apply validated principles of group dynamics and
facilitation skills…
• Understand how to resolve difficult situations by
use of conflict-resolution methods…

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4. Curriculum

• Understand the community’s values and goals and

what it wants the curriculum to achieve…
• Set forth, as a continuum, the skills and concepts the
curriculum is designed to provide…
• Monitor the curriculum to ensure that the appropriate
content and sequence are followed…

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5. Instruction
• Understand and apply the principles of growth and
development…
• Regularly assess the teaching methods and
strategies being used at the school to ensure that
they are appropriate and varied…
• Understand and apply validated principles of
teaching and learning…

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6. Performance

• Set high expectations for students, staff, parents and

self…
• Appropriately match particular learning styles with
particular teaching styles…
• Understand and apply validated principles of
teaching and learning…

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7. Evaluation

 Set a variety of techniques and strategies to assess

 Assess progress toward achieving goals
established for students, teachers, the
principalship, and the involvement of parents and
the community at large..
 Seek and encourage input from variety of sources
to improve the school’s program…

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8. Organization

• Comprehend and employ validated principles of

effective time management …
• Capitalize on the findings of research and making
program decisions…
• Develop and implement equitable and effective
schedules …

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9. Fiscal

• Understand the school district budget and its

specific implications for the school …
• Plan, prepare, justify, and defend school
budget…
• Manage the school within the allocated
resources…

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10. Political

• Understand the dynamics of local, state, and national

politics…
• Develop plans and strategies for helping to achieve
appropriate financial support of education…
• Involve the community’s movers and shakers in
development and support of the school’s program….

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 Functions of School Principal

The functions of a school principal can be

divided into three categories:
 The Principal as a Manager
 The Principal as a Leader, and
 The Principal as a Motivator.

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 The Principal as a Manager
 Instructional managers

 To do budgeting and financial

The principal uses his judgment to determine
which parts of the budget need more funding and
which could be cut back.

 The principal also elicits the help of the

community and businesses to raise funds for the
school and activities.
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The principal needs to make sure each step of
the education system is communicating.
The principal functions as an intermediary
between the community, the district school
board, and state administrators.

All of these groups influence the principal and he

or she needs to make sure their concerns and
goals are being dealt with and they all have a
voice in the school and educational matters.

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 The Principal as a Leader

Principals are required to lead by example and

show their followers an effective way of doing
things.

Leading is not dictating. Although the principal is

required to lead, he or she is not supposed to
be the sole decision maker.

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Including the parents and teachers in decision
making is one of the best ways to ensure their
support on a certain change or policy.

Acknowledging the different needs of people

allows for more persons to benefit from a new
idea or way of doing a certain task

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 The Principal as a Motivator
The principal must learn to sustain a high moral standard with his or her
faculty.

 Listen
Listening to everyone will ensure a higher overall morale and better
relationships between the faculty and administrators

 Giving praise is a great way to motivate students and staff.

Keeping the staff and students happy will improve performance and
classroom relationships

 Spending time.
Spending one-on-one time with a teacher or having lunch with a
group of students are ways a principal can show he or she
understands each person has individual needs.

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 The 15 behaviors of principals
Rutherford et al. (1983)
1. They have a clear vision of long-range goals for the
school.
2. They work intensely with brute persistence, to attain
their vision.
3. Achievement and happiness of students is their first
priority.
4. They have high expectations for students, teachers and
themselves.

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5. They are actively involved in decision-making relative
to instructional and administrative affairs.
6. They attend to instructional objectives as well as
instructional strategies and planning.
7. They collect information that keeps them well
informed about the performance of their teachers.
8. They will involve teachers in decision-making but
within the framework of established goals and
expectations.

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9. Directly or indirectly they provide for
development of teachers’ knowledge and
skills.
10.They protect the school and faculty from
unnecessary instructions.
11.They will seek policy changes at the district
level for benefit of the school.
12.They give enthusiastic support for change .

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13.They provide for the personal welfare of
teachers.
14.They model the norms they want teachers to
support.
15.They aggressively seek support for resources
within and outside the school to foster goals of
the school.

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 Characters of Principal
Daniel D. Trotter would suggest to any principal who cares to
be respected and admired by both students and teachers;
1. Always be completely open to teachers.
2. It is important that you always speak pleasantly to your
teachers and never put them down in the presence of
others.
3. Be generous with praise and cautious with criticism. Be
quick to give credit to others when it is due to them.

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4. Always tell the truth – even when it hurts.
5. Be easily approachable.
6. Be seen! A principal should be in the school
halls when students are in the halls.
7. Make discipline your number one concern.

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8. Never accept an accusation against a teacher until you
first speak with that teacher.
9. Be open to teachers’ suggestions and, if you disagree,
be pleasant in your discussion.
10.When you deal with teachers, remember two things:
Tell the truth and treat others like you would want to be
treated.

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 Prerequisites to Good School Management

• Trust
• Rapport
• Common vision

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 Know what is going on at your school

Ask Questions
But remember • Probe; don’t cross examine
• Probe; don’t coach
• Inquire; don’t challenge
• Uncover; don’t trap
• Draw out; don’t pump
• Guide; don’t dominate
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 Get out of your office and see what is going on

• Walk the halls

• Get into classrooms
• Talk to teachers and other school
employees in a tactful, nonthreatening
manner

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 Create a Positive Atmosphere

• Don’t let the desk be a barricade

• Begin conversations in a friendly and informal
manner
• Be goal oriented and accomplish identified tasks,
but remembering people are people first!

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 Practice active listening
1. Paraphrase feelings accurately
2. Paraphrase content accurately—repeat the content of
what is heard in own words
3. Use door openers —”Tell me more…”; “Sounds
interesting”
4. Use acknowledgment responses —”Mm-mm”; “Yes”;
“Right”; “Certainly”
5. Use non-verbal — Look at the person; nod head; lean
forward
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 Teacher begins crying
• Let the teacher cry; then try to reassure
• Offer a tissue; remain silent for a while; use a soothing
tone of voice
• In extreme cases, stop the conversation and reschedule
for another time
• Try to change the subject; find something in common or
something positive to discuss

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 Teacher is angry
• Smile and give positive responses
• Ask, “Is there anything you would like to discuss before with me
before we……..
• State, “Remember, we are here to work together”
• Be confident; maintain good eye contact
• Put some distance between you and the teacher
• DON’T Argue
• DON’T allow the teacher to be abusive
• Ignore offensive language
• Remain CALM
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 Teacher shows confusion
• Ask --“Would you like for me to clarify
something?”
• Rephrase the statement
• Ask --“What is the nature of your confusion?”
• State --“I’ll help if I can, or if I don’t know, I’ll
find the answer”

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 Teacher is frustrated
• Try to minimize stress by talking informally for a brief
time
• Take a short break, if possible
• Explain that perfection is not expected
• Emphasize strengths
• Try to identify the cause of frustration
• Be supportive
• Try to make a positive statement
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 Teacher receives suggestions, but becomes defensive

• Use another term for “need,” such as “area to strength,” “area

for refinement,” or “area” for improvement”
• Prepare the teacher during orientation to expect suggestions
• Emphasize that everyone can improve
• State-- “This is one area I noticed that you might want to work
on”
• Ask-- “Could you add something to this suggestion?”
• Encourage the teacher to express his feelings

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 Be an Empathetic Listener
• Demonstrate an open, accepting attitude through body
language and furniture placement
• Give the staff member complete attention and
concentrate on the their words and body language
• Limit remarks—let the staff member do most of the
talking
• Listen and look for feelings
• Help the them stay on the subject

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• Don’t think ahead planning an answer— think about
what the person is saying
• Don’t attempt to analyze the person
• Don’t judge or categorize the person or form a biased
opinion
• Don’t tell a someone “not to feel that way”— that is
beside the point—the fact is the they do feel that way
• Don’t complete sentences for them

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 Responsibilities of School Principal
 The principal are responsible to lead through:
 professional knowledge
 organizational and administrative competence
 ability to work out a good school policy and put it
into effect

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skill in the delegation of authority
ability to understand the professional problems
of teachers, especially young and
inexperienced teachers, and to give
professional guidance; and
ability to establish good working relationships
with staff and parents.

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 Characteristics of Successful Principals

1. Intended to teach than encourage to

become principals.
2. Expressed a sincere faith in children.
3. Ability to work effectively with people and
to secure their cooperation.
4. Aggressive in securing recognition of the
needs of their school.

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5. Enthusiastic as principals and accepted their
responsibilities as a mission rather than as a
job.
6. Committed to education and could distinguish
between long-term & short-term educational
goals.
7. They were adaptable.
8. They were able strategists.

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 Conclusion
Overall, the school principal functions and resposibilities
that are desired by the teachers are:
 To design task that focus on content, functions, and work
relations in achieving school purpose and job satisfaction
among teachers

 Job rotation by either transfering teachers to other schools or

allocating different task in order to avoid annoyance, bored,
or hatred towards duties.

 Job enrichment by providing various tasks and giving

complete authority and responsibility to the teachers until the
task finished. Only minimum supervision and guidance are
required.
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 More responsibilities being put on the teachers with less
control. Gives only minimum supervision and
monitoring in order to enhance the creativity of
teachers.
 Decision making is not solely be made by the principal.
 Job performance must be clearly informed to the
teachers whether it is good or bad. Teachers can
improve their performance in the future if the appraisal
is fair and transparent.

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