Duties of a Teacher

As a head teacher or school head, leadership is an ability to lead valuable teachers in order to achieve specific goals for their learners. Exchange of ideas is the oxygen of healthy relationships.

This is a managerial relationship between the head teacher and his or herteachersbasedonan effectivecombinationofdifferent sourcesof power for the specific situation. As a rule, leadership is aimed at encouraging teachers to achieve common goals.

Administrators should listen to their teachers, might as well all teachers should listen to their administrators. But in all cases the head teacher or school head should possesses social, psychological and emotional support in the community or in groups of people who follow him or her.

As a leader of a school, it is said that communication is fundamental in enhancing the resilience of every teacher. At the beginning, they have to prepare the teachers for the process of interpreting educational theories to actual applications, building their easy temperament, good reasoning skills, self-esteem, and internal locus of control. No matter what concept one is trying to teach, the secret is repeated exposure and understanding one’s strength and weaknesses.

This is certainly true in the language of teaching and learning process. Head teachers must assist the educators on how to present interesting and exciting applications appealing to every interest and applicable to everyday life. Relating what one knows, to peers and teachers, is always intimidating at first but through meaningful facilitation of School Learning Action Cell (SLAC) teachers learn more.

Head teachers and school heads in the world of administration should understand the importance of caring, supportive relationships that educators had with all types of teaching.

As they are considered to be as the 21st century leaders, the high degree of problem solving skills must be enhanced. Leaders in schools should explore the integration of values in all aspects of instruction and assistance to teachers, anger management, more activities to work on, systematic presentation of educational concepts, meaningful technical assistance for self-introspection and various strategies for an interactive teaching and learning processes.

Research has shown that the quality of school heads-teacher relationships is the keystone for all other aspects of good administration.

Furthermore, research has shown that administrators who had highquality relationships with their teachers had fewer discipline problems and rule violations than those who did not have high-quality relationships.

The core competency underlining the endeavor of administration among head teachers and school heads highlights the following internal factors that foster excellence: Service and helpfulness; Life skills, humor, inner direction, perceptiveness, independence, positive view of personal future, flexibility, love of learning, self- motivation, competence, self-worth, spirituality, perseverance, creativity and worthy relationships.

*****

HEAD TEACHER I

DOÑA ASUNCION LEE INTEGRATED SCHOOL

The teacher should recognize the welfare and interest of the pupil. The teacher should the guard the health, moral, and the well-being with extra care. The teacher must know the interest and needs of the pupils. The teacher must respect the individuality of each pupil and must be willing and ready to accept and try to understand their differences strengths,weaknesses as well as their problem . It is important to teacher to gain confidence, respect and cooperation of the pupils.