The Inspiration And Influence That A School Principal Can Give To Teachers
Hermogenes Tejada Diaz
Effective school administrators know what is distinctive about them. They have certain traits that have developed over time. These select few leaders are confident and always make their actions and decisions inspire others. Their visions for the future of their schools motivate and empower their subordinates to deliver results beyond their opportunities, thus allowing no room for mediocrity. They always encourage their teachers to shine work as a team and will enable them to excel in their fields, thereby permitting professional growth within and across other learning areas.
However, this comes to a pause. Grasping some challenges in providing opportune education during this pandemic takes educators to rethink and reinvent ways to address this break. Usually, school operations are lodged at the school level with support from higher leadership frames of the Department of Education. The competence of the school managers is strengthened to resolve some of these challenges. Some of the resolved issues contribute holistically to stabilizing the situation.
To the extent of implementing instructional supervision and administration, teachers' experiences were even made as normal as possible by adhering to some policy guidelines cascaded by the central office to effect changes in the field. Though some teachers view these events differently, they must perform with the utmost sincerity and enthusiasm. They typically can't adapt to the changing flow, maybe because some of these instructional resources were new. On the other hand, there might be a scarcity of supplies, addressing chains of commands, and shortages of training, upskilling, and reskilling of one's capacities that make them inflexible to implement such educational changes. More so, even changing COVID protocols made them weary. The feelings of exhaustion, drive, and happiness were hindered, making them more vulnerable.
To some extent, we understand the limited support and input of school principals and managers that contribute to teachers' lack of understanding. Their absence of finetuning and reflection even makes our teachers, learners, and parents' well-being stack up. Furthermore, they had restrained them from effective coping mechanisms that would appease the deteriorating status of learning.
Therefore, the principal's assessment is essential in effecting a tremendous recalibration of managing their schools and teachers' welfare. Mental health activities and services provided to these learning providers must be valued, promoted, and protected.School principals' positions and empathic moves shall likewise define the growth and increased school level of performance alongside the implementation of the Basic Education Learning Continuity Plan (BELCP).
To conclude, school principals should set targets and expectations, development plans, and assessment tools so every teacher knows where they stand. "Bayanihan" efforts are likewise mobilized to address the weaknesses of the department's areas for development. Moreover, monitoring results and evaluating performances at their best makes teachers effective and successful. Therefore, the inspiration and the influence that a school principal can give to teachers are always incomparable.
Great leaders know how to get the best out of people and how they, too, can learn from their team's expertise.
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The author is Secondary School Principal III at Pugo Central National High School, La Union Schools Division, Region I – Ilocos Region