Role of principal as manager

Introduction:-

The principal of a school is a senior manager of an elementary school, middle school, or high school. The principal usually reports directly to the principal, but in larger school districts, they can also report to the principal appointed by the principal, usually the deputy principal. In some private schools, the level administrator is called the principal. Directors have many of the same duties as directors but may involve ancillary activities such as fundraising. In some school districts, a person serves as the principal, and the principal, the principal, and others responsible for the overall management of the school are usually called the principal. The term subject can also be used for other subjects and subjects. For example, in the early 1900s, when schools changed from single-room schools to multi-class schools and classrooms, someone needed to manage these more complex organizations. Continue to teach and take care of the teachers who run the school at the same time. 

These teachers are called principals. With the continuous development of schools, most senior teachers in schools have become full-time administrators. Due to administrative requirements on time, most principals quickly stopped teaching. Maintenance, building maintenance, student programming, personnel, public relations, school discipline, curriculum coordination, and other general school affairs. The management function involves some kind of control over the curriculum and guidance, but in general, school management is the main role of the school principal. With the rise of the accountability movement, the role of principals shifted from school administrators to principals, and then to school reform principals. By changing the role-based approach, directors retained their leadership roles. Role: Head of school, head of education, and head of school reform.

Elementary and Secondary School Principals:-

The school principal is responsible for general school operations. State law stipulates some of your duties and responsibilities. States and school districts also set expectations for school leaders through their core evaluation standards and procedures. In the second half of the 20th century, when schools were held accountable for students’ performance in national and state assessments, the duties and responsibilities of principals changed. The principal has assumed more responsibility in the teaching and learning of the school. They have a responsibility to help teachers improve teaching. Faced with this change in responsibility, school leaders believe that it is necessary to evaluate learning more effectively and help teachers improve teaching methods. The director of school curriculum improvement is authorized by law. In some states. If a school is classified as underperforming (students who do not meet expectations) for a while, state law requires the dismissal of the principal.

Duties of a Principal:-

As schools are under increasing pressure to improve teaching and learning, the duties and responsibilities of school principals have expanded to include the responsibility of implementing school reforms to improve student performance. The shared vision of the school community and the successful implementation of a new organizational structure enable teachers to participate in joint decision-making. The principal found that involving all school staff in decision-making can increase investment in school reform plans. The school’s interaction with parents and other members of the school community. This responsibility includes cooperating with parents in the event of disciplinary problems, poor student performance at school, and parents experiencing problems. The principal reported that they spent a lot of time working with the parents of students who needed special services under the Disability Education Act of 1997 (IDEA).

The management of the school, even if their main responsibilities have changed. The main responsibility of management is the safety of the school. This responsibility includes ensuring the safe and correct operation of premises and equipment, setting school discipline rules, and applying these guidelines and goals. The supervisory function of the school staff. At the elementary level, the principal realizes that they have a responsibility to ensure continuous supervision of young children in the school. When students enter high school, the need for supervision changes as they age. The responsibility for caring for older students remains high. Who is banned; found in the most vulnerable places such as laboratories, shops, and sports facilities; and they are in situations that require special care (outings, sporting events, etc.).

Qualification of Principal:-

In most states, those seeking to serve as directors need to obtain a license. Licensing requirements vary from state to state, but usually, requirements include teaching experience, completion of an approved director training program by status, and passing a nationally recognized program. In the 1980s and 1990s, when schools insisted on taking greater responsibility for student performance, core performance was the subject of an important debate. National organizations representing school leaders and other school administrations actively participated in the debate about the appropriate qualifications of school leaders. The National Association of High School Principals (NASSP) played an active role in defining the qualifications of principals by introducing an evaluation process in the 1980s. This procedure is based on a task analysis conducted in cooperation with the American Psychological Association (APA).

The skills assessed by the NASSP Assessment Center include leadership, agility, organizational skills, judgment, problem analysis, area of ​​interest, motivation, determination, educational values, oral and written communication, and stress resistance. The National Association of Primary School Principals (NAESP) later developed a method to assess similar skills. In the mid-1990s, the National Education Management Policy Board (NPBEA) decided to modify the qualifications of principals. NPBEA includes most large national organizations representing education administrators, from government inspectors to school principals.NPBEA also includes teacher representative organizations that train school administrators. A member of the Committee of Chief Public School Officials (CCSSO) pioneered the development of a set of standards for school leaders. CCSSOs from 37 countries took the lead in defining new standards for leaders. This organization is called the Interstate School Leader Licensing Coalition (ISLLC). The six standards created by ISLLC are designed to influence the training of directors, assist states in developing their own director standards, and serve as licensing or evaluation tools.

Research on School Leadership:-

Studies consistently show that school leaders play an important role in school reform. As the accountability movement gained momentum in the 1980s and 1990s, the study of school achievement, commonly referred to as effective school research, focused on school leaders and their roles. Research shows that the principal is the key to an efficient school. The study found that the unique position of the principal as the only person in the school who has responsibility and power for the entire school enables them to coordinate the work of the entire school. Manage the school and push it forward. The study also found that the most effective school leaders have a clear understanding of how the school serves students; resources and priorities consistent with the vision, and can involve other key stakeholders inside and outside the school to achieve the goals of the vision.

Other research confirms the key role that principals play in the school’s success and points to other management characteristics that are critical to the principal’s success. The energy, initiative, tolerance for ambiguity, sense of humor, analytical skills, and common sense. As society became more diverse, researchers began to delve into the role of school leaders in leading increasingly diverse schools. Regarding the changing role of school leaders in a changing society Research to date has shown that school leaders are the key to a successful transition from a school to an institution that prepares students. This research is based on the existing public and private education systems. As society continues to change and technological advancements change teaching tools, the role of school leaders is likely to change. Coupons, charter schools, and technology can revolutionize school education. With these changes, the role of the director has also changed. The working style of online school principals is very different from that of traditional school principals.

School Principal Demographic Profile:-

The demographic information of the address is collected and reported by the U.S. Department of Education. The National Education Statistics Center compiled data on the number of principals in public and private schools from 1987 to 1988, from 1990 to 1991, and from 1993 to 1994. From 1987 to 1988 to 1993 to 1994, the number of principals in public schools increased by 2.2%. There was no significant change in the number of directors of private schools during the same period. From 1993 to 1994, the number of principals in public elementary schools was almost three times the number of principals in secondary schools (increased from 71.9% to 24.4%). Most of the school leaders at the three levels of public education (elementary, middle, and high schools) are individuals; however, the proportion of female directors has increased from 24.5% to 34%. 5% from the 1987-1988 survey to the 1993-1994 survey.

During this period, the number of female principals in primary schools increased the most. From 1993 to 1994, 41% of public primary school principals were women. The number of female public school principals will continue to grow in the future. Data shows that 48.1% of the new public school principals recruited from 1993 to 1994 were women. The proportion of women and female directors is increasing. The number of primary school leaders in private schools is three times that of male principals; however, this ratio has been reversed at the secondary level. From 1987 to 1988 and from 1993 to 1994, the number of principals of private schools increased. The principals of public and private schools are mainly white and non-Hispanic.

A survey from 1993 to 1994 found that 84% of public school principals and 92% of private school principals were white and non-Hispanic. From 1987 to 1988 and from 1993 to 1994, the proportion of minority principals in public schools increased from 13% to 16%. According to the 1993-1994 survey, most principals (35%) of minority public schools attended central city schools. In school districts with fewer than 1,000 students, there are few minority school leaders. The growth of minority principals With the development of school districts, the proportion of private school principals have remained at about 8%, and the number of new principals in private minority schools shows that this proportion will not change much in the future.

Try to develop Leadership in others:-

A long-term and broad consensus in leadership theory believes that in all walks of life and various types of organizations, whether public or private, leaders must rely on others to achieve team goals and promote the leadership development of the entire organization. According to a study by the University of Minnesota and the University of Toronto, principals who create a learning environment in their schools and get good grades from teachers also get better grades than other principals in promoting teacher leadership. Ratings show that the more principals who are willing to share leadership, the better they are for students. One of the most surprising findings in the reports of the University of Minnesota and the University of Toronto is that effective leadership from all sources (principals, teachers, influencers, team members, and others) and better student performance in math and reading-related. Although indirect: good leadership research improves teachers’ motivation and working environment. In turn, this can improve classroom learning. Perhaps this is the case of two or more leaders who are better than one: "The higher performance of these schools can be explained by their easier access to the collective knowledge and wisdom of the community," the study concluded.

Managers can also breathe a sigh of relief and find that their credibility has not diminished, just like everyone else's situation. School management is certainly not a zero-sum game. "District chiefs and leaders have the greatest influence on the decision-making of all schools; however, when others gain influence, they do not lose influence," the author wrote. Although "the schools with the highest scores have the greatest impact on most stakeholders...the overall level of these schools has hardly changed. The school system emphasizes the need for a leadership team (led by the principal, including the deputy principal and teachers). And the performance of students' Shared responsibility. This "responsibility" is embodied in a series of tacit understanding and standards between the school's faculty and staff. The University of Washington encourages teachers to cooperate with each other and with the administration in various activities, including "development and agreement on curriculum, teaching and evaluation Method; solve problems and participate in peer-to-peer observation. "These executives are also looking for ways to build collaboration, with a focus on school time allocation. For example, they can schedule business meetings instead of teachers. Including Minnesota-Toronto researchers.

They found that principals who scored high in their efforts to improve academic performance were also better able to encourage employees to work together. The study specifically pointed out that school leaders play an important role in cultivating the "professional community" of the teachers they lead. This is important because the study found a link between the field of expertise and higher student test scores in standardized mathematics25. The researchers said: "When the principal and teachers share leadership, the working relationship between teachers will become stronger, and the performance of students will be higher. Professional community"? Its components include clear and consistent learning expectations for children, frequent dialogues between teachers on pedagogy, and the atmosphere in which teachers usually visit each other to observe and criticize teaching.