INTERNATIONAL SCHOOL LEADERSHIP
INTERNATIONAL
SCHOOL LEADERSHIP
INTRODUCTION
Teachers teach and work in schools
that are usually administered by managers, often known as principals or
headmasters. School administration is itself often part of larger
administration units. The conditions of teachers’ working life are inο¬uenced by
the administration and leadership provided by principals, and it is widely
assumed that school leadership directly inο¬uences the effectiveness of teachers
and the achievement outcomes of students (Hallinger and Murphy, 1986; OECD,
2001; Pont, Nusche and Moorman, 2008).
WHO IS A LEADER?
“To
lead’’ is define by Cambridge International Dictionary of English (2000) as to
show the way and also to influence someone to think in a particular way, this
implies that a leader is someone that shows the way or influences someone or
people to do things or think in a particular.
WHAT IS LEADERSHIP?
This can be seen as a dynamic process in a group whereby one
individual influences the others to contribute voluntarily to the achievement
of group tasks in given situation as opined by Ogunu (2000).
A SCHOOL
A school is an educational institution designed to provide
learning spaces and learning environments for the teaching of students under
the direction of teachers. Most countries have systems of formal education
which formal education is compulsory. The names of the school vary by country
and generally include primary school for young children and secondary school
for teenagers who have completed primary education. An institution where higher
education is taught is commonly called university. There are also
non-government schools, called private schools.
SCHOOL LEADERSHIP
School leadership is also viewed as a strategic, forward-looking
process that involves the development and communication of a strong vision and
attendant goals or objectives, along with a relevant plan for implementation,
monitoring and review. Leadership entails convincing others of their value, and
influencing the way they think, feel and behave in order to realize their
potential. Successful school leaders are motivated and motivating visionaries –
skilled communicators who listen, reflect, learn and empower their staff (Smith
and Riley, 2012).
More explanation on school leaders, it can be seen as the
activities carried out by the principal, vice principal and other Senior Staff
in the school. Basically, school leadership is carried out by the
principal ensuring that school objectives are achieved through the teaching
staff and non-teaching staff. This could be done in form of giving them
instruction and ensure that instruction is carried out through supervising
their class and then lesson note.
School
leadership is crucial, especially in the international school where students
come from different continent to register. In this kind of situation,
democratic, effective and efficient principal is required. So that, each and
every students coming from different facets will be a good output and having
good notion for the school and for the entire country. Students from other
counties will generalize the way they are treated in a particular school to the
entire school in the country.
A school
leader both foreign and Home based can make use of this Basic Leaders Styles as
cited by Nwachkwu (1992) in Leland Bradford and Ronald Lippit and they are classified
into three types:
1.
Democratic
Leader which is a participatory style of leadership style. A situation whereby
a principal see him/herself as part of the staff by so doing principal sees
himself as a ‘leader’ rather as a
‘follower. In such a case, principal imbedded the culture of democracy in all
he’s doing where everybody is seems as important as others and ideas of
everybody is recognized, welfare of everybody is catered for, and in this
situation, teachers will like to work effectively and efficiently so that the
objectives of the school will be achieved. Sometimes, the lazy ones among the
teachers will seek the opportunity of the modesty of the principal to exhibit
their laziness.
2.
The
Autocratic Leader does not give his subordinates any opportunity to
contribute to contribute to decision making. He sees opposition as a threat to
goal accomplishment and prevents it as much possible. It centers on the ‘boss’
alone and this goes in line with the theory of McGregor’s X, which sees that
human being are naturally lazy and this
can be applicable to the teachers of the school. This leadership style will
tend to make the teachers work effectively and efficiently after being treated
forcefully.
3.
Laissez-
Faire Leader grants total liberty to group or individual
decisions without the leader’s direction or participation. The primary duty of
the leader is to provide or supply the materials, the remaining parts are from
the group and the leader participates only when requested. This is a kind of
principal that shows ‘I don’t care’ to work, to the staff and the school
plants. He acts that way because he is not fit and competent to be in that
position and he doesn’t want to expose his/her weakness to the people. He
believes if he or she shows a measure of modesty to the staff members, they
will like him or her for his own weakness.
From
the above diagram, the context is divided into 3 groups and these are
Economic/Politic, Social/Cultural and finally the School Governance.
The
Resources being used by the school leaders such as money, material resources
are from the economy and politics as the budget being allocated to the
Education Sector, and proper running of the School. The school is part of the
society where the inputs i.e. (Student) knowledge imparter (Teacher),
instructor (school leader) comes from and stake holders who directs affairs of
education and supervision smooth
running of education. Agencies involve are Ministries of Education,
commissioners of education, school basic boards, local government Inspector
etc. this set of stakeholders make the rules and policies in Recruitments and
appointments of school leaders, given proper training and induction through
internship, seminars plus development
and supportive programs for the attainment of education.
Followed
by the core leadership practice i.e. what the school leaders are meant to carry
out Building vision and direction of the school. And development of people (students staff –
teaching – non teaching)
Redesigning the organization in terms of structure, teaching
and learning process, checking of policies or checking finally, his/her
function of managing the teaching and learning as the chief instructor and
supervisor.
The school leaders has some roles to perform on his/her staff
which are to ensure good performance in their teaching activities and having
good mastery of the subject give motivation which serves as a propeller and
drive that can aid the teaching process and commitment by the teachers.
Providing a conducive and good learning and teaching process
for the teachers
He/she also has some major role of the school interaction of
the society where the school is sited, because the inputs are from the
community, the teachers and parents to be dealt with. So if he has a friendly
relationship with society where the school is sited. He might be able to win
the heart of the people or create child friendly school community relationship.
In summary, if the school leaders can be able to run the
leadership practice effectively and efficiently , managing his/her staff and
students well creating good learning teaching situation, the kind of product from the school will be
positive output and a great achievement for the school leaders.
CHALLENGES OF WORKING IN INTERNATIONAL SCHOOL
Below are the challenges of school leaders
·
Staff
and Students
·
Isolation
and Support networks
·
Boards
and Governance
·
Local
environment factors
1. A concern raised by many Leaders was the recruitment and
retention of quality staff which is also compounded by the nature of students
from expat families. This constant state presents ongoing demands on both
leadership and school culture.
2. Poor relationships with Boards and Governors are another
theme that emerges. A key issue stems around the lack of transparency given by
the Board over strategic aims and is rooted in ineffective communication
between the Board and the Leader. Many Leaders also talked about
micromanagement causing frustrations, as well as clashes between profit and
education.
3. Establishing themselves in a new role and a new location
is referred to by some Leaders as being an isolating and challenging
experience. Leaders refer to the need for professional support networks as well
as personal and family ones.
4. A smaller number of
Leaders refer to issues around local bureaucracy, local regulations and the
challenges of poor support services at local level.
REWARDS OF WORKING IN INTERNATIONAL SCHOOL LEADERSHIP
● Freedom - entrepreneurship, space and exploration
● People power – students, staff and parent
● embracing, valuing and learning from diversity
● Energy and
excitement
● making a difference to others
1. For many Leaders, the freedom to facilitate change and to
shape the educational and strategic direction of the school is hugely
empowering. The autonomy to make positive change without the restrictions on
curriculum and approach is rewarding and motivating for Leaders.
2. The positive and
enthusiastic learners and staff are a key reward for many Leaders. They speak
of the determined and talented children who value their education highly and
dedicated teachers who work towards common goals.
3. The reward of
meeting and living with people from different cultures and backgrounds is
talked about consistently by Leaders, who embrace the variety and complexity of
their stakeholders, where shared learning and values create a dynamic setting.
4. Many Leaders refer
to the energy and excitement of working in an international setting. They enjoy
the newness, the demands and the challenges of striving for excellence.
5. The term, ‘making a difference to children’ is one that is
echoed by many Leaders, who are motivated by their desire to have a genuine
impact on the lives of children in their care. They feel rewarded by the
freedom to create and successfully deliver new educational experience to their
pupils. The freedom to focus on what’s best for student’s i.e. Much less top
down adherence to a national curriculum. International staffs are adventurous,
vibrant, interesting people open to change and innovation, richness of
diversity....... much more.” “Empowering staff and imbuing students with
confidence and seeing their successes in personal and academic spheres.”
RECOMMENDATIONS FOR THE PROBLEMS FACING THE SCHOOL LEADERSHIP
These include:
1 Politicians should
allow the education authorities to select leaders of schools with a stated
standard; this will give chance for experts and qualified leaders to take
leadership positions in schools.
2 There should proper
and adequate funding of the educational sectors, at it will give room for
effective implementations of the educational policies.
3 Ministerial
appointments on academic matters should be strictly on merit and experiences on
areas of specialization; this will help to achieve the goals and objectives of
education as the appointee is well grounded on the field of educational
management and administration.
4 Admissions of
students to schools should be on merit and not based on green pen
CONCLUSION
Education
is imperative for any meaningful development of any country. Politics in the
educational sector was based mostly on quota system and godfathers, which
adversely affect the educational leadership of the country, matching it slowly
to socio-economic, scientific and technological development. There is no need
pointing accusing fingers or shifting blames to educational leaders for poor
implementations of educational leadership, but the politicians who mastermind
the appointment and influence the education leadership with their political
powers. On this note, it is evident clear that politics and educational
leadership go hand in hand and stand to be inseparable.
DEPARTMENT OF EDUCATIONAL MANAGEMENT
FACULTY OF EDUCATION
OBAFEMI AWOLOWO UNIVERSITY
PAPER PRESENTATION
ON
INTERNATIONAL SCHOOL LEADERSHIP
BY
GBOLAGADE OMOTAYO
HAMMED
EDP18/19/H/0344
COURSE COORDINATOR
DR (MRS). O. B. AKINOLA
REFERENCES
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London.
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Research-Report-2018-opt4.pdf
Fowel,
R.C. and K.K. Corley (2004) Leadership Educational leadership 53, 7 (April):24-26
Igbanugo,
C. (2013) challenges Education and the struggle for Democracy. 3rd
Edition, open
University press, London
Nwachukwu,
C.C. (1992) Management theory and practice Onitsha; Africana- FEP publishers
Ogunu,
M. (2000) Introduction to Educational
Management in Benin City: Mabogun publishers
Olagboye,
A.A. (2004) Introduction to Educational Management on Educational
Management
In Nigeria, Ibadan: Daily Graphics
(Nigeria) Limited
Wikipedia.org
(Edited 2019) Retrieved
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