Sun.Star Pampanga - - PERSPECTIVE! -


In the mod­ern day con­text of ed­u­ca­tional man­age­ment, school heads mainly re­fer­ring to prin­ci­pals, of­fi­cers-in-charge, and de­part­ment heads are put un­der the mi­cro­scope of care­fully-crafted rubrics of mea­sur­ing ef­fec­tive­ness. Gone were the days wherein the cri­te­ria of ar­riv­ing to a con­clu­sion as to ef­fec­tive­ness of school man­age­ment were gen­er­ally con­fined to im­prove­ment of phys­i­cal sur­round­ings, en­roll­ment rate, and pass­ing scholas­tic marks. Chal­lenged by the grow­ing de­mands of the ed­u­ca­tional in­sti­tu­tions, school heads must take head on new poli­cies, ped­a­gog­i­cal shifts, and in­sti­tu­tional mea­sur­ing mech­a­nisms. These chal­lenges re­quire the school heads to se­ri­ously scru­ti­nize their ca­pac­ity to both sur­vive and thrive on this new and dy­namic aca­demic en­vi­ron­ment and the first stop to this self­check is a good look into the most im­por­tant traits school lead­ers must pos­sess.

Ac­cord­ing to Hack­man and John­son (2000), there are 3 most ev­i­dent traits ac­quired, de­vel­oped and prac­ticed con­stantly by ef­fec­tive school lead­ers; the first of these traits is ex­cel­lent in­ter­per­sonal skills. In­ter­per­sonal skills re­fer to the abil­ity of a person to re­late and com­mu­ni­cate to peo­ple with rel­a­tive ease and recog­ni­tion of their unique per­spec­tive and sit­u­a­tion. The propen­sity to re­late to peo­ple’s sit­u­a­tion makes a leader step on to the shoe of the other party with em­pa­thy and un­der­stand­ing. With a more per­sonal ap­proach to peo­ple man­age­ment, the school leader is in­clined to in­quire more and un­der­stand the sit­u­a­tion bet­ter and even­tu­ally dis­pense author­ity fairly. Ef­fec­tive com­mu­ni­ca­tion, on the other hand, en­ables the school leader to nav­i­gate through this em­pathic relationship with peo­ple in clear, sup­port­ive, but firm and re­spect­ful man­ner. Com­mu­ni­ca­tion meth­ods mainly pro­vide the tan­gi­ble ev­i­dence of a leader’s ef­fec­tive in­ter­per­sonal skills. Sen­si­tiv­ity, emo­tional sta­bil­ity and self-con­fi­dence are some of the given fac­tors in this trait.

The sec­ond trait is the school head’s good cog­ni­tive level. Knowl­edge is a foun­da­tion from which a leader springs into author­ity. Like a teacher to many teach­ers, the ex­per­tise on var­i­ous poli­cies and gen­eral in­for­ma­tion should be part of the school head’s mul­ti­ple tal­ents. The school leader is ex­pected to be al­ways one step ahead in terms of ed­u­ca­tional trends, ped­a­gog­i­cal revo­lu­tion, and knowl­edge on re­lated cur­rent events. The school head needs not to be per­ceived by the sub­or­di­nates as in­tel­li­gent but needs to be al­ways seen as in­formed and in the zone.

Fi­nally, ad­min­is­tra­tive acu­men is a re­quire­ment for ef­fec­tive school lead­er­ship. This is the trait that en­ables a school head de­liver the ben­e­fits of ex­cel­lent in­ter­per­sonal re­la­tion­ships be­tween and among the school’s stake­hold­ers, as well as the knowl­edge and ex­per­tise on many areas to the ad­van­tage of the school and the learn­ers. This is where the high­est out­ward chal­lenge for school heads in­tri­cately and del­i­cately re­sides be­cause this is the area wherein per­sonal re­la­tions, poli­cies, and pro­fes­sional con­cerns merge into one im­por­tant iden­tity into which the im­age and in­flu­ence of the school head may be re­lated to in long term. The school head’s method on plan­ning, or­ga­niz­ing, staffing, and im­ple­ment­ing projects and pro­grams, re­solv­ing con­flicts, and de­ci­sion-mak­ing are some of the chal­lenges ad­min­is­tra­tive ex­per­tise should be ef­fec­tively ap­plied.— oOo—

The au­thor is Teacher III (Sci­ence) at Dap­dap High School, Bam­ban, Tar­lac, Di­vi­sion Of Tar­lac Prov­ince

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