This is not just for relationships with students, but in any relationship in your life. Be open to showing kids how much you care about them. This study examined the relationship between principal turnover rate, percentage of minority students, percentage of students with disabilities, and percentage of. Teacher and principal with good staff relationship Send a struggling Special Education student who did great on a test to the office to show the principal his.
The principal can also spend some time before and after school greeting students as they enter the school or get off of the buses. The principal can take this opportunity to be seen as more friendly, since there is no need for discipline at this juncture.
If the principal can get to know the names of as many students as possible, they will be seen as less of a scary figure. The principal can say hello to a small group by name, and perhaps ask the one or two students they do not know for their names. This will give the principal some street credit in terms of being a nice person. The principal should come across as the stern disciplinarian, but they should also strive to be seen as a friend or confidant.
The principal can try and attend all sporting events, musical concerts, drama presentations, and any other extra-curricular activities that they can fit in to their lives. This will gain them the recognition factor, which will help them form some friendlier and closer relationships.
The more that they get out there, the more recognizable they will become.
How principals can build relationships with students
A principal can make every effort to seem like a regular person, doffing the persona of old fuddy-duddy. When there are fund-raisers, or fun days within the school, the principal should make every effort to be included, and to show a playful side, a side that is willing to join in, and not to be there simply as the person in charge.
Leadership dictates the feeling in and around the school, and the principal has some form of control over this. Another way that the principal can build closer relationships with students is to be a model of consistency. In terms of disciplinary action, the principal should treat every student in exactly the same manner.
When it seems, whether or not perceived or reality, that another student caught a more lenient punishment for the same offence, then it becomes a matter of negativity in which the students are under the impression that there are different rules for different students.
During the morning announcements, the principal should speak, and should be enthusiastic and cheery, and should also invite any student with a legitimate complaint or question to come forth, not hesitating to speak to the principal. This will show that the principal is approachable.
If the principal ever makes a mistake, they should have the forthright integrity to come out and acknowledge the mistake. This will show their humane side. These resources greatly impact the extent to which the organization achieves its goals and are centred on relationships; specifically the teacher-principal relationship. The teacher—principal relationship begins with communication.
Teacher empowerment, morale and self-efficacy are all contributing factors to a good school climate and are all influenced by the level of communication shared by both principals and teachers in one form or another.
In subsequent sections, some of the literature that gives attention to the significance to these components of the teacher- principal relationship for the achievement of the goals of the education system will be discussed. If one is unable to communicate adequately then one cannot lead.A relationship between a principal and student
Of all the essential tools of leadership, communication skills are the most important by far Ramsey Creating a collaborative environment and open communication have been described as the single most important factor for successful school improvement initiatives Ibtesam Teacher satisfaction resulting from a good school climate will lead to a harmonious classroom climate which in turn facilitates increased student achievement.
It is therefore imperative that both teachers and principal share good communication. Studies conducted by Ambrose and HellerShull and Hilliard cited in Gowriehave further delved into the relationship between effective communication and school climate.
Their studies revealed that non autocratic and self-actualising school leaders have teachers who display higher self-esteem and students with higher levels of achievement.
How principals can build relationships with students | School of Educators
Gowrie in his study about the relationship between principal-teacher interaction and school climate noted that teachers in selected primary schools complain of being frustrated and of low motivation stemming from the one way or top down direction of communication between teachers and principals. Teacher-principal conflict is also a consequence of poor communication.
Corwin ; Miskel and Gerhardt and Marjoribanks cited in Gowrie explored the negative effects of teacher principal conflicts in schools. It is therefore expected that an analysis of the principal teacher dimensions of our school climate should enhance understanding the interrelationships between staff and their leaders Gowrie The Effect of Teacher Empowerment on Student Achievement Education administrators have been plagued with the question of how to select and implement education reforms that will move schools in the direction of greater effectiveness, enhanced learning and work environment for not only students but also teachers.
As such, school leadership has come under much scrutiny especially in the Jamaican education system, as a 5 Teacher-Principal Relationship result of the findings of the Education Task Force Viviane et al contends that the leadership dimension which is strongly associated with positive outcomes is that of promoting and participating in teacher learning and development.
That is, empowering teachers, for enhancing students learning outcomes. Principals should therefore view empowerment as an investment which will give return in the form of a support system for future growth and development.
Sheppard, Hurley and Dibbon directed their research at identifying variables that influence student learning; teacher morale and enthusiasm were among the findings and are both results of teachers being empowered. While researching the effect of teacher control on a number of outcomes Ingerol contended that those outcomes are directly connected to the distribution of power in schools.
It is believed that schools which foster empowerment have fewer student misbehaviour, show more teacher collegiality and cooperation between teachers and administrators. With schools being one of the largest human enterprises in society, their main objective being to increase the academic performance of students as they move systematically through the education system a process with which teachers are directly involvedit is a reasonable assumption that teacher morale has immense effect on student achievement.
A study was done by W. Anderson in 20 secondary schools in Iowa to determine the relationship between teacher morale and student achievement. His findings revealed that teachers in secondary schools, whose students perform well academically, have higher morale 7 Teacher-Principal Relationship than teachers in schools with students with relatively low achievement Bhella, In conducting the study, he found that student achievement improved under teachers with high morale and decreased under teachers with low morale Bhella, Teachers with high morale can therefore be expected to be more effective in the classroom.
Blocher and Richardson, cited in Davidson did an extensive investigation into teacher morale and found that teachers expressed that the greatest potential source of concern and pleasure is the principal. This is extended further by Hoy and Miskelcited in Simmonds who stipulated that the quality of the relationship shared between the teacher and principal, correlate highly with teacher morale.
The better the relationship and the quality of leadership, the higher morale tends to be. Davidson conducted a study that applies directly to the Caribbean situation. These teachers are required to bring these students to a level of achievement that far exceeds anything ever done in our education system. The extent to which a teacher is able to accomplish this lies in her perceived self-efficacy.
All in all, these teachers are more supportive to students than teachers with a low sense of efficacy.