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by Dr. Rommel Maglaya
The description of a school principal has evolved significantly over the last several decades. Previously, he/she was regarded as a manager in charge of the local school’s administration. Today, the principal is regarded as the key figure in curricular development and implementation. Conversely, experts who have studied educational leadership have concluded that effective school administrators are accountable for instilling a school-wide vision of dedication to high standards and the achievement of all
learners.
For Dowd (2018), competent school principals are profoundly concerned about the
learners’ achievement and understand that test results are not the sole indicator of high-
quality education. Principals keep tabs on everyday operations and emergent difficulties
by immersing themselves in all elements of the school system. Because of the wide
range of obligations associated with the work, no two days are alike. Suppose one is a
visionary leader with strong communication skills and a passion for giving great
education to a diverse student body. In that case, he/she could possess the necessary
qualifications to serve in the school principal’s function confidently.
According to the Educational Leadership Policy Standards (2008), in addition to the fundamental leadership responsibilities that have not changed, principals are expected to assist in developing and strengthening the mission and vision of the school and shape the culture of the school. They are also expected to keep the school safe and orderly, collaborate with faculty and community members, act with integrity, and respond appropriately to contextual influences that occur outside of the school.
In 2010, the National Association of Secondary School Principals (NASSP) performed a review of the literature on school leadership, which was supplemented by their thirty years of experience evaluating and researching the abilities of school administrators and teachers. As a conclusion of this research, NASSP identified four sets of talents that represent the most important aspect of school leadership. There are ten separate competencies in each of the four domains. These are the following:
- Educational Leadership: Instructional Direction, Teamwork, Sensitivity
- Problem-Solving Skills: Judgment, Results Orientation, Organizational Ability
- Communication Skill: Oral & Written Communication
- Developing Self and Others: Developing Others & Understanding own strengths and Weaknesses
Hence, principalship is most effective when focused on teaching and learning. With the support of teachers, principals should adapt to the growing variety of student characteristics, cultural backgrounds and upbringing, financial gaps, physical and mental challenges, and a wide range of academic skills. They must manage new cooperation with organizations that provide support to learners. The rapid growth of technology for teaching and communication necessitates changes in the internal workings of educational institutions. These significant factors make education more difficult and the need for strong school leadership even greater.
References:
Dowd, M. (2018). Duties and responsibilities of school principals. https://work.chron.com/duties-
responsibilities-school-principals-7885.html
Educational Leadership Policy Standards: ISLLC 2008. (2008). Washington, DC: Council of Chief
State School Officers.
National Association of Secondary School Principals. (2010). 10 Skills for successful school
leaders. Reston, VA: Author.
