Collective teacher efficiency is animportant variable that intervenes leadership and the teacher role. Positiveefficiency directly impacts student performance. Mullard (2003, p.
12) notesthat leaders who constitute efficient management teams in an institutioncommand a more pervasive authority than the leaders who rely on their efforts.The leadership mechanism used within an institution greatly impacts theperformance of the institution.A conducive environment enforces a betterworking relationship that results in better work performance. Lumby (2003, p.
284)argues that systematic leadership is only concerned with culture and visionwhich are long-term deliverables but forgets that their achievement depends onthe success of achieving the short-term intangibles such as proper peoplemanagement. From the literature analysis alongside the personal experience asan elementary teacher and coordinator, some findings were noted.Developing Teachers’ Skill Set through Training from Network LeadersStosich (2016, p.
47) stated that treatingteachers as professionals who understand their roles and who can apply theirexisting expertise in learning and teaching makes them more committed anddedicated to their jobs. There is much emphasis on augmenting professionalcommunity instead of delivering proficiency from above as is the case of ahierarchical model of authority. A Common Core State Standards (CCSS) networkleader pointed out that if teachers are given ample resources, time, and space,they can discover their ways to teach to meet new standards (Stosich 2016, p.47).There is no need of mandating professionals on what to do. Commanding theteachers to use certain approaches or resources in executing their duties wouldonly make them stressed and underproductive.
Besides, letting teachers design theircurricular plan based on their approach is of importance than dictating what toinclude in a curriculum. Indeed, to illustrate the diverse understanding ofteachers, when asked to present their curriculum, some teachers directlyextract textbook problems and present them as their subject curricula. Othertutors can develop their curriculum from scratch. Allowing the teachers time toseek guidance from their colleagues and letting them develop curriculum ontheir own ensures that they develop standard plans that assist them inundertaking their duties. The teachers develop a sense of understanding ontheir own thereby raising their self-efficacy and commitment to the goals ofthe institution.Capacity Building Using Principals Different countries are encouragingprincipals to disseminate leadership to other staff members as a way to improvethe educational outcome of the school’s students. The USA, for instance, hasstandards that are used in evaluating and preparing principals (Klar et al.
2016, p.115). The principal is strategically placed to build individuals andraise the capacities of the institution. The key role that the principal oughtto play in serving his or her staff members is engaging them in capacitybuilding and swiftly responding to the constant evolutions of the educationcenter. Successful leaders develop otherleaders during their tenure. Indeed, people development is a core leadershipprinciple of any successful leader (Klar et al. 2016, p.115).
Stoll and Bollam(2005, p.52) argue that capacity building is a congruence of skills,motivation, resources, conditions, and resilience needed to continuously stayin learning. Principals are principally mandated to offer capacity building totheir team members to ensure succession and collaboration. Nonetheless, givingthe teachers some autonomy is a way of showing value and belief in them. Even though lesson structures andcontent creation are mandatory, dictating the structure is important so as tohave uniformity. Once a template is provided, teachers are then given a chanceto prepare their lesson plans and content.
When more than one template isprovided, teachers may be at liberty to choose the template they wish to useand one that they understand. How one person perceives an idea is differentfrom how another perceives the same idea and hence it would be respectful toallow teachers prepare content as per their understanding rather than asdictated.Teacher and Principal Leadership Teachers will remain to beunderperforming if they feel threatened by persons in the upper authority. Theydevelop stress and are unable to manage it correctly. Introducing leadershiptraining programs for teachers as a way to foster teamwork between colleagueshelps teachers learn the different strategies to solving common problems.Teamwork is a key to the success of a school.
A school does not rely on onlyone teacher to succeed, and hence all teachers have to work together inaligning their goals towards the school’s mission. Members who uphold a goodrapport with one another as well as engage in constructive discussions alwayswork towards fulfilling a set goal. The societies and clubs in the third schoolwhere I taught developed good communication skills due to sharing common goalsand working as a team towards realizing the goal. Further, there was a positiveteacher-student relationship in the third school since other than classroomwork, teachers engaged with students in the extracurricular activities such asgames and in their societies and clubs.