By Trevor Male
Aiding first-time headteachers make the transition to formal management, this source presents crucial aid and encouragement to aid them satisfy their power as academic leaders.
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Extra info for Being an Effective Headteacher
During accession and the early stages of incumbency, there is a need for support systems that will allow beginning headteachers to explore their values in relation to the job as experienced and to recognize the staged development of their occupational identity. Such support systems are likely to include mentoring and networking with peers and more experienced colleagues to explore and resolve dilemmas and challenges emerging at a personal or organizational level. Routes to Effective Headship The newly appointed headteacher thus has two routes to follow when first appointed: the occupational and the personal/organizational.
The best analogy I can come up with is engine oil. Very few remember the oil in their car engine, yet without it the engine would very quickly seize up. Engines will run for a short time without oil, as will a school without an effective headteacher, but both will grind to a halt sooner or later without that subtle influence, perhaps best described by the Chinese philosopher Lau-Tzu, who said: As for the best leaders, the people do not notice their existence. The next best, the people honour and praise.
Weaver-Hart (1993), for example, made an extensive theoretical and empirical study of principals in the USA entering their new jobs that illustrated the range of influences that shaped the position. In completing the study, she drew on the concept of organizational socialization to examine the effects on leaders and organizations from various directions, recognizing that leader successors are newcomers who must be integrated into existing groups, validated by social processes and granted legitimacy by subordinates and superiors before they can have significant impacts on actions taken by others.