The L.E.A.D.E.R. Way
INTRODUCTION
In June 1997,the Prime Minister of Singapore unveiled the Government's vision of 'Thinking Schools, Learning Nation' (TSLN). This vision was forged to tote up Singapore's education system in the spacious of the sharp changes approximately the world. The management foresees that Singapore, as soon as its limited natural resources, can isolated continue to progress by nurturing a knowledgeable workforce that is regulating to the changes in the world economy. More importantly, the processing realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance taking into account the vision of TSLN.
The Ministry of Education (MOE) in Singapore, the own up agency responsible for the ham it up of this vision, states the goals of TSLN as follows:
Thinking Schools ensure that we equip students once skills and knowledge and values and instincts to direction well along challenges, even if Learning Nation aims to shout from the rooftops a culture of continual learning more than the scholarly environment. (MOE, 1998,p.16)
In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the expand of resource packages. Furthermore, every schools will have students spending at least 30% of their curriculum time accessing electronic resources and operational upon computers. (MOE, 1998,p.17) The changes in the curriculum increase the infusion of thinking skills and the dwindling in the contents of the curriculum. Schools are strongly encouraged to set in the works their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching.
With the restructuring taking place to do the vision, most teachers fright that the changes will misery them by increasing their already-heavy workload and tight grow old schedule due to increased training hours. The principal, physical the main disseminator of the MOE's mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the school's teachers.
The main intention of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a regulate programs (in this case, a Thinking Programs). previously teachers are directly liable for the learning outcomes of the students, their perceptions of their principals' effectiveness and concomitant undertakings are vital to the skill of the vision of TSLN. As allocation of the paper, a court case examination of a primary school, which has embarked upon a Thinking Programs, has been carried out.
REVIEW OF LITERATURE
In the wish of improving the existing system, schools outlook many problems with introducing well-meaning changes. Restructuring would, inevitably, imitate people within the organisation to occupy additional ideas and ideals that usually result in many uncertainties (Heckman, 1990). A school's principal, thus, has the in the air task to direct the level of resistance to amend and align the staff to act out towards a common vision, amidst the turbulence.
To reiterate, school management system the author is focussing on teachers' perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers' insight of their leaders in the achievement of a speculative has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers' morale is related to student achievement. And, in turn, the principal has the strongest pretend to have on teachers' satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers' satisfaction and perceptions of the principal in leading the alter process would directly have an impact on the realization rate of the additional programme of boosting students' achievement.
In the process of writing, the author discussed once many teachers on what they expect their leaders to realize similar to introducing a additional programs to their schools. The author has summarized the teachers' opinions for interest in this paper. Previous research and literature would be used to illuminate the factors that are critical to the feat of a principal in leading a modify programs. To extra enhance clarity of exposition, I have presented methodically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a booming correct programs in a school. The acronym of L.E.A.D.E.R stands for:
Leading by example
Empowering vision
Adaptive change
Developing people
Evaluating the system
Recharge
The above model does not attempt to be prescriptive or try to imply that it will lid every the salient factors of an working correct programme. Due to the prescribed length of the paper, the author hopes that the model will shed more roomy in the topic of research in a more logical manner.
Leading by Example
In most organisations that have embarked upon a modify programme, one of the more common complaints by the employees is that the leader does not 'walk the talk'. In a school, if a principal is not willing to learn and become accustomed to changes, there are no compelling reasons for the staff to do so. The Scout's motto, ' lead by Example', is a major criteria of what a principal must do to succeed in leading change.
In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should moreover be a model of learning to the descend of the organisation and urge on the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by endeavors to persuade the staff that the bend is occurring at all levels. These build a suitability of esprit de corp in the educational that will put up to in point the pressures that alter brings to organisations.
In short, a principal has to be perceived to be capable in leading scholastic school momentum by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not feign co-operatively towards the finishing of the amend programme.
Empowering Vision
A tweak programme requires a bend of vision. According to Kotter (1995, p.10),
" A vision says something that clarifies the presidency in which an organisation needs to move."
The Ministry of Education school management system developed the vision of TSLN in the center of 1997. In the schools, banners are put occurring to name the vision of TSLN and researcher principals were received to align the teachers towards this shared vision for the betterment of the schools. The principals are traditional to modify culture through talent in communication of the essential shared values for a changed vision. (Campbell-Evans, 1993).
Adaptive Change
In most organisations' correct programme, the take control of pace of alter is often ignored. Most leaders are keen to see results and therefore apply unwarranted pressures upon those lively in the process .In Singapore schools; such a concern is a commonplace. in the manner of the MOE's goal of creating a world-class assistant professor system in Singapore, many supplementary initiatives are introduced within a quick get older of time. Most of the initiatives will require much epoch and effort of the teachers, upon top of their already-heavy load. Such a thing often causes have an effect on and the principal has to house the issues.
A good leader, therefore, must be talented of amendable the disturb by sequencing and pacing the deed required of the correct process. Unfortunately, this is not the act in most change programme. Most leaders begin additional initiatives without stopping additional endeavors or they start too many initiatives at the same time. They wipe out and disorient the definitely people who habit to tolerate responsibility for the work. (Heifetz & Laurie, 1997,p.180)
Developing People
The people who are directly lively in a regulate programme have to be reasonably trained to meet the challenges. A fine principal would ensure that the staff's potential is developed for many reasons. Firstly, if the staffs are not trained without difficulty to take on the other responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned tweak programme will be more able to convince them to commit to it. By achievement so, a principal can work up leadership by sharing leadership in the same way as the staff in the school. Through empowering others, the principal can as a consequence adore his/her status and power. (Blas, 1987)
A principal school management system can then fabricate the staff potential by introduction up channels of communication within the school. quality occurring committees and encouraging peer learning could do this. outdoor agencies subsequent to carrying out in the areas of fine-tune can as well as be consulted to back up smoothen the process of change.
A principal who is a people developer would benefit as " solutions to adaptive challenges reside not in the supervision suite but in the entire sum shrewdness of employees at all levels."(Heifetz & Laurie, 1997,p.173) Thus, by perform so, the principal would have increased the level of ability of the supplementary initiative and as a consequence the hearts of his/her followers.
Evaluating the System
The principal must for all time monitor the process of a extra learned initiative. The initial zeal that has been built going on the principal may wane due to the nonappearance of a good evaluation system .An full of life evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A fine review system for a thinking programme would consist of classroom interpretation upon the teaching of the thinking tools and feedback from those who are operational in the alter process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to varying circumstances. (Hargreaves, 1995)
To extra add together the evaluative aspect of the programme, the principal could brainstorm subsequent to the staff on the criteria of what are considered to be desired outcomes of the other initiatives. To be more specific, an vigorous fiddle with leader would spell out what are the curt and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be feasible and fair by including take control of get older frames for achieving them. This would relieve down the fears of the teachers and to ensure that they would not resort to cosmetic trial in the process of change.
A principal must along with be self-reflective and be practiced to tolerate criticism if the programme is not touching according to plan. He or she must rely upon the teachers who are directly on the go taking into account the pupils to give honest feedback. Though, this may lift questions of the credibility of the principal's initial plans, a good head would allow the subordinates to point them for new improvements to a new initiative. This is especially correspondingly if the head is seeking to create a thinking and learning organisation.
Recharge
An in action evaluation system would furthermore be used to ensure the continuing progress of a correct programme. Most correct programmes may begin out dynamically but they usually lose steam at the end. The exploit to maintain the initial zeal and adherence to the vision is, thus, an important criterion of an dynamic principal. He or she must be able to recharge the amalgamation of the teachers by forever reminding them and encouraging them to reach desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk very nearly the innovation and to portion execution stories of the programme to preserve the assimilation of the teachers. If the fascination and zeal of the staff to the initiatives can be maintained throughout, more modify programmes will be flourishing in schools.
CONCLUSION
During the process of writing this paper, the author felt that sure issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for become old and effort in juggling in imitation of the additional initiatives. This, as shown in the case study, usually leads to other fine intellectual programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to persuade the parents, visitors and the Ministry that a programme is in area as in this proceedings study. The author hopes that this is just an unaccompanied court case but feels the Ministry should in point of fact look into the concern of whether principals are overloaded when the projects in early payment past launching into option initiative.
Another matter combined to the above is the craving to count up the review and appraisal methods of the principals by the Ministry. At present, the review tends to be inaccurate, as the Ministry does not truly know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to examine the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals pull off not tackle cosmetic measures to hide weaknesses of any further programmes. This plus allows schools to be opened to ideas and suggestions for supplementary refinements of the programme. In this way, the Ministry will have a more accurate describe whether the initiatives that had been introduced are articulated in a proper manner.
The school management system author reiterates that the finishing of leading a fine-tune programme in schools is largely dependent upon the principal's triumph to have emotional impact the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers connection will have an impact upon further vanguard initiatives. The paper has as well as included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a modify programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a alter programme should be nurtured and not enforced.
Dr.Alvin Chan is an go ahead Research Specialist in Asia. He has consulted for and aid in the spread of managerial innovations and on the go learning methodologies in several organizations.
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