First-time headship experience
The writer recalls his time being the principal of a technical/ vocational school, including a culture shock he will not forget.
TO BE a school head is the aspiration of many schools’ senior assistants. Having observed and learned the skills of running a school as a second fiddle, they are ready and eager to take the helm.
Not all who aspire get their desire fulfilled as many other factors beyond their control come into play. When that appointment letter finally arrives, to say they are exhilarated is an understatement.
My moment came in 1996 when I was directed to head a technical/ vocational school. Hence began a three-year sentimental journey through this first school I headed.
I was from the academic stream. I had studied neither vocational nor technical subjects nor had I taught in any such school before. So, it was a totally new environment for me.
The education system was being revamped then. All previous vocational schools were upgraded to technical schools. Accordingly, the posts of school heads were also upgraded which rendered most of their original heads disqualified for the new positions. That was why senior teachers like me with academic qualifications were assigned to head the revamped technical schools.
The school I was sent to had a peculiar setup. The former head who had a vocational background chose not to be reassigned to another school but stayed on as the senior assistant.
In addition, when the school first started as a vocational school and before a headmaster was appointed, one of the teachers was designated as its head. He was the acting head for some two years before the present headmaster arrived. He stayed and was reassigned to be the chief warden of the school hostel. So, I reported as a first-time head in a school with two former heads “assisting” me! You can imagine the unenviable situation I was in!
I had reason to feel jittery. It was a unique situation.
The three of us met. We agreed it was the upgrading of the school which had caused this “embarrassing” new administrative structure. It was not of our making.
All three “principals” must not feel that they had lost out in any way. The two former principals must not feel that they had lost their leadership. I must not feel that I was a “scapegoat”, put into an “odd and losing” kind of situation.
The two former principals must continue to prove themselves as a big asset to the school. They were welcome to continue to lead in specific areas I assigned them. I would be responsible overall as my appointment dictated.
I could do with their help, especially when I was learning about the new technical school system. My science background would help me quickly pick up some of the technical and vocational knowledge, but I would always lack the practical experiences.
We needed mutual understanding, respect for one another and cooperation. The running of the school would be a win-win challenge for the three of us.
Over time, we always carried this win-win philosophy with us when we encountered problems. This worked well. We put our heart and soul into moving the school forward in its conversion phase. Looking back, we were like running a mini “unity government” in the present context.
To familiarise myself with my new surroundings, I walked into a mechanical workshop. The teacher raised his voice at me: “Sir, I have to shout at you because my voice has to be louder than the machine noises or you can’t hear me.” I was taken aback, but quickly recomposed myself; that was literally my first “culture shock” experience!
In my walkabout, occasionally I found students who played truant. They were “hiding” in some quiet and secluded corner in the school. When apprehended, they simply replied, “Bosan (boring)!” I was surprised to learn that they were actually skipping workshop sessions.
The notion that a less academically inclined student automatically fits better into a vocational-technical stream needs reexamining. Students’ motivation, self-esteem and interest could play a more significant role.
Though these students were in the technical-vocational stream, for their SPM (Sijil Pelajaran Malaysia) examination, they were required to sit and pass academic subjects like Bahasa Melayu, English, Mathematics and General Science to obtain the full certificate.
If we were to reckon that these students were less academically inclined and more skill-orientated, I was then of the opinion that the least we could do for them was to lighten the syllabi for these subjects compared to those for the normal academic schools. Sadly, the situation has not changed since.
The school was semi-residential, meaning that not all of its students stayed in the school hostels. At school dismissal, hostel wardens were on duty at the school gate to deter hostelites from leaving together with other students.
At the dormitory, there were frequent head counts to ensure the presence of every resident. If the need arose, a search party had to be organised.
Once, the wardens brought back to my attention some students playing truant at a beach nearby. Apparently, they had gone there to cool themselves down in the hot weather. If any mishap occurred, I, as the school head, would be ultimately responsible. I thanked my wardens with all my heart for their tireless devotion to their tasks.