The Significance of Setting Pre-Decided Rules and Code of Conduct for Organizational Success
Leadership is a very essential quality that is required to carry forward the ownership of a successful organization. For people who hold a firm post in any organization, it is very essential to have a set of pre-decided rules and codes of conducts that they can implement in order to run the organization better. It is for the leader’s discipline as well as the employee’s, because the leader is accountable for the performance of the employees under him. The role of a leader is to lead, be it a small group or large. It is his role to set the footsteps that his team will follow (Spillane, 2012). School leadership is the key factor in shaping the reputation of the school, which is inclusive of factors like values instilled in students, the curriculum, the teaching staff behavior, student behavior, overall performance of the school. It is very important to shape the characters and minds of the working staff in the school, along with the students. If the staff of the school is guided and led well, they automatically pass on the values and grooming they are receiving from their respective leaders. It is the responsibility of the principal to guide the members of the institution. A good role model is therefore very essential in maintaining the standards of the institution. A good leader, be it the principal of a teacher always tries to develop the core values of the organization and maintain good performances from the end of the teachers, students and all other staff. He takes up specific grooming responsibilities and meeting sessions which decide on agendas and rule structures on which the school depends. This is for the all round development of the organization (Northouse, 2015).
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I was a teacher at a school in Kolkata for five years. The school was one of the elitist schools of the city, and also one of the foremost institutes to have implemented the concept of e-classrooms as a part of their curriculums. The school was under the CBSE board, and one of the very reputed ones for their yearly performances over the years.
E-classes are something very special as it was introduced only recently, making things very easy and interesting for students to learn. It is considered a special quality of the school, because in most Indian schools, traditional methods of teaching are still used. However, the school where I taught had implemented the e-classes as something that was to be parallel to the regular teaching methods. The school had hired new teachers in the new session of 2013. However, not all of them were so equipped with the idea of using the e-classes as mainstream teaching methods. There were meetings arranged by the principal to discuss how the matter would be implemented to the best of the potentials of the teachers. In that meeting some of the new recruited teachers insisted assistance regarding the e-classes, and said that they would not be able to conduct them as effectively as they are required. I, as one of the senior members of the teaching staffs was asked to help them with assistance regarding the e-class program. I had agreed to help them accordingly with their needs (Harris, et al., 2013).
The Benefits of E-Classes and the Need for Teachers to Acquire Necessary Skills
We stated in the meeting the goals which were to be developed to enhance the abilities of the teachers to take up conducting e-classes. It was an important agenda to be discussed because the aim of the curriculum was to make things interesting and advanced to draw the attention of the children and ensure better learning. Setting a goal, as everyone knows is a very important point in any leadership guided program, considering the development of the students. Sense of priority is a factor that is very important for the mentor to understand (Laurillard, et al., 2013). So, it was decided that the teachers concerned would assemble for a slot after each day’s lecture to practice on how to conduct e-classes. Mutual understanding and consent was considered before taking the decision among the members. What is suggested was that they begin with using the e-class monitor and systems in the absence of the students. This would not only help them practice better, but also help them to build the confidence they needed to teach using the technique in front of students. I took several classes explaining the system-controls and functions to the teachers and explained to them how to take classes using those tools. There were no students during those sessions of training and they were conducted after the lecture hours (Solis, et al., 2012).
E-classes or media aided classes have gained the importance due to the fact that it has been proved effective in teaching more interestingly. Students relate to visual stimuli better when it comes to any material of study. It is very important to better the teaching-reading scenario better (Alexander, et al., 2012).
Leadership qualities always help in teaching better. It is a skill of a leader to motivate the learner to move towards a direction best suited for the purpose. Practicing leadership skills help the learner to benefit the maximum, and it helps the leader at the same time, through improvement in confidence and outcome. Proper leadership practices in a classroom have positive effects on the learner’s mind. Teachers are leaders who try to improve the practices of students as well as their colleagues, in the result improving their own pedagogical services (Hairon & Dimmock, 2012).
I used the new theory of leadership called ‘transformational leadership’ in this leadership exercise. Transformational leadership happens when two leaders and followers participate in a mutually decided process to improve one another’s work proficiency and other personal standards. This developed in me a broader vision of individuals. Transformational leadership stresses on sharing goals, improvement in professional development and giving personal support in comparison to instructional leadership which imposes decisions on others (Sharma, Sun & Kannan, 2012).
The Role of Transformational Leadership in Professional Development
The pedagogical purpose of my leadership practice was to check on the teaching skills of my fellow chain. So that they taught effectively in their classrooms, in order to enhance the students’ outcomes and their own professional development. Teachers are leaders in their workplace, trying to improve each other’s problems (Fletcher & Mullen, 2012).
Around a week later, and a daily session of 40 minutes, I went ahead to evaluate my leadership practice. Through every day practice the teachers had perfected their learning skills on e-classes, and were able to successfully conduct them. As a leader, I provided them with confidence and guided them towards enhancing their skills on using computerized teaching tools. Now, they were being able to deliver properly what was expected of them. It got them back the confidence they needed to deliver the e-class lectures. This whole process not only boosts the confidence of the teacher but also helps the students learn better. Leadership can be used to benefit as it can change an individual’s life by reducing their problems, through introducing another solution to the problem that is more effective. It is about a better choice.
Although I was successful in bringing improvement in their performances of respective understanding of the skill, they were not able to alter their idea about the teaching-learning procedure. There was still a problem that burdened them. The whole job scenario was stressful to some of them. So I tried to reduce their stress, being a part of the fellow teaching staff group. I was successful to an extent if not fully. The time factor and the uncoordinated routines of all the teaching members was a key factor at that point. There was a problem in space management as there was not enough space to conduct these leadership programs. There were difficulties in accommodating the teachers as the teachers have their respective lectures which were not synced with each other’s time. On some days all of them had free time at the same hour and other days their times had to be adjusted me. There was not much time for discussions, so we had directly started taking the classes, and teaching them how to operate the systems. The whole purpose was to help them improve their skills so they could join the classes immediately (Northouse,2015). Leading process is not only about the actions of participants, but also about the circumstantial situations.
Evaluating the Impact of Leadership Programs on the Performance of Teachers
I tried to take help from the transformational theory, but failed to implement it to the fullest potential. Like, I tried setting a goal individually, then later imposing instructions on the other teachers I was training. They were not allowed to put in their opinions regarding the operations and use of the new teaching method.
It is argued that teachers barely get any motivation, knowing teaching is a static occupation where they lack the scope to invent something. Most teachers limit their area of expertise and stop them from going forward and giving the students real life lessons. Isolation would also be a factor, which limits the performance of a teacher as they barely get to discuss their experiences with fellow teachers (Bolden, et al., 2012).
Cameras were allotted in the classrooms and the respective superintendants were provided with screenings of the training sessions. With permission I got access to their daily teaching techniques and standards. This study helped me assess the regular performance of the teachers in their respective classrooms. After a month of this leadership program that led, there was a half –yearly examination coming up. I evaluated myself by assessing my training outcomes, depending on how the students performed. The assessment result was positive and to add to that, I received regular feedbacks from the students and authority regarding the performances of the teachers and how my leadership program was yielding results. It is upon the amount of impact a teacher/leader has on a student that his performance is affected- positively or negatively. The feedbacks of the students and observation from the footages are very essential factors in understanding the success of a leadership program. Teachers do not always get the tag of a leader but the success of a leader/teacher depends directly on the feedback and performance of students. That is something that talks of the teacher’s role and performance. Principal and other higher authority staff is considered as leaders in an educational setting. It is important for the authorities or teachers or leaders to indulge in leadership programs and collaborated efforts to make things interesting and enriching for learners (Schleicher, 2012).
I would want an improved leadership ability from my end, so that by the next time the leadership can be better implemented and executed with my students and staff. I want to give the learners space to express views about the ongoing programs and other related stuff, coming forward to express them. Every employee, given any institution, can play the role of leaders, in context of his abilities. At every point if life we all have had been leaders, guiding someone through some difficulty, to state the least (Epitropaki & Martin, 2013). Discussions need to be made regarding the topic of holistic development of children, and that needs to be discussed with the other teachers of the institution. Schools provide with guidance that helps one through the global world and other worldly problems. These abilities are nurtured and developed with the guidance of a leader. But what needs to be done is to approach learners with guidance or support to deal with personal matter too (Leithwood & Sun,2012).
I would want to continue helping other teachers to reduce the amount of stress. Most fresh teachers feel jittery when they join the job. They might be skeptical about their performance or using new techniques of teaching. I would personally recommend other teachers to use these technical tools like ICT and E-classes as these are the needs of the new education systems. This will not only help the reputation of the school, but will also be affecting the performance of the school overall (Al-Asfour & Lettau, 2014). New teachers who are recruited really appreciate if there is someone to actively lead them into the new system. There can be two kinds of support, one of which is instructional and the other is psychological. The first one deal with assisting the new recruited teachers with the teaching methods, while the next deals with providing them with emotional assistance- regarding adjusting to a new system of work. Helping the new joinees to handle pressure and self respect is the job of a leader. It would also help them to build one (Kelloway, et al., 2012).
This leadership practice helps new teachers. It proved beneficial for the new teachers to adjust and adapt to the new environment of the school and adjust with the stress that comes with the teaching of a new technique that the person is not used to. This practice also had an impact on the performance of the students also, for the better. There were other few teachers who might have needed help regarding teaching principles, and these teachers were also included as a part of the program and were benefitted by this. The students however were not the main participants in this program. It is always better to hold these programs with more number of experienced staff, who are seniors or very thorough with what they are teaching. It is a part of leadership programs to identify the strengths of the colleagues and do what is best suited (Kark & Shamir, 2013).
It was my first attempt as a leader and I learned a lot from the experience. I realized the importance of practice. Although all the principles of transformational leadership were not followed, an attempt was made to do so. I learned a lot about the effectiveness of time management. I learned to maintain silence and also harmony between star members. As a leader it is always ideal that one has space for learning more, for betterment. Being open to ideas is a quality of a good leader (Miller, Geraldi & Turner, 2012). Leadership should be collaborated. To be a teacher-leader, getting the right amount of recognition is very important. Collaborative leading needs practice and support too.
Conclusion
This essay holds my reflection of the leadership practice that I based on the theory of transformational leadership. It was exercised in an Indian secondary school, and the purpose of this was to lead a teacher of the new staff faculty to get trained with the setting of E-classes. It was important to adapt to the new environment where teaching should be made very interesting. Besides some limitation, the leadership practice proved to be beneficial. It helped to develop skills for using E-class tools.
References
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