Principal Behaviors Impact School Climate Too

We often talk about how student behavior effects school climate in either positive or negative ways. We even analyze teacher actions to see how learning, student attitude and behavior is being impacted. But what about principals, can their behavior also effect school climate? The answer is yes, and when a principal's behavior is self-serving, thoughtless or unethical the whole school can suffer.

Schools with positive cultures generally have principals who demonstrate behaviors that impact schools in positive ways. A principal's leadership style and agenda can keep a school moving forward. The following leadership characteristics play an important role in the well being of a school, its staff and students.

Shared Leadership

Gone are the days when the principal unilaterally decides everything: what is to be taught, what is to be tested, who is to be hired, and how the budget is to be spent. Today, teachers seek to be treated with professional respect. They want to be consulted on matters that effect their classroom and the school as a whole, since they too operate under high-stakes accountability.

Today, it is a well accepted practice to seek the input of those who are closest to the learning process and are most familiar with students--the staff. Effective principals have learned to trust the judgment of the staff. Such a relationship can inspire and motivate. Principals who haven't learned to share leadership may find a staff that has lost confidence in their own abilities or act in isolation. Both results are counterproductive.

Ethical Leadership

Principals have a responsibility to act ethically. When they don't they lose the respect and confidence placed in them by staff, parents, and students. Their very effectiveness as the institutional leader is diminished and in some cases, lost.

Principals are faced daily with ethical questions and dilemmas. They often have to make a choice between the greater of two rights. Regardless of their difficult role, principals must constantly strive to act morally and to create a moral school. In an article written by Larry Lashway entitled Ethical Leadership, a variety of virtues are mentioned that help principals govern schools ethically. You can view his article at: Ethical Leadership

Communication and Trust

Keeping school climate positive also requires good communication skills by principals. On average, leaders engage in one form or another of communication about 70 percent of the time. Open communication can build confidence and teamwork. On the other hand communication barriers can deplete individual and team energy and de-rail creativity.

An article by Karen Irmsher titled, Communication Skills, gives a good overview of the skills needed by school administrators to be effective communicators. You can view this article at: Communication Skills

Following through by the principal with what he says he will do is also important to building and maintaining a respectful and trusting relationship with staff. If a principal tells a teacher he will approve a purchase order then he must follow through - no excuses. Teachers understand that the principal is busy, but they still expect her to make good on a pledge.

Following through with obligations to students can be just as important. If a principal says he will be at a championship basketball game Friday evening, then he must attend. Students, parents, and teachers expect a principal's support and commitment to important school events.

A good administrative assistant can help keep a principal organized but it is hard to overlook a forgotten meeting or a "no show" when a teacher observation has been scheduled. A principal must lead by example, which includes keeping commitments.

Positive and Caring Attitude

Being too tough on teachers and students or appearing unapproachable negatively impacts relations and school climate. A principal can have high expectations and still be friendly and caring professional. Extending oneself beyond the formal role of principal with staff and students pays big dividends.

The principal needs to acknowledge good work and reinforce it. Teachers love it when a principal shows appreciation for their efforts. For example, a personal handwritten note or e-mail to the play director after the fall production can serve to inspire and motivate. Praise for a lesson well executed can be equally appreciated.

Schools function best with positive leadership. If a principal is negative it won't be long before others follow what is being demonstrated or simply work around the principal to accomplish their goals. A failure to communicate in ways that build positive relationships with others is usually the number one reason principals lose their jobs.

An Open-Door Policy

Having access to the principal keeps the business of the school running smoothly. Being able to ask the principal a quick question between class periods or during the lunch period can help teachers do their jobs better. And it is this type of informal communications that can help avoid misunderstandings, misdirection, or time-consuming meetings later to undo a problem that didn't need to be created in the first place. Being too formal with staff can result in a situation where one party feels compelled to 'win' at all costs.

The principal must be available to students and staff to promote good relations and to assist others in obtaining closure on questions and concerns. It is only good public relations to be accessible.

Summary

Successful principals give thought to their relationships with students and staff. They understand the behaviors that are key to building and maintaining a good school environment. These actions include: being available/approachable, reinforcing positive actions, demonstrating care, being a good listener, following up on questions and concerns, and being positive. A leader exhibiting these behaviors is certain to have a school moving in the right direction.

Education World conducted a survey asking respondents to identify the ten traits they felt were the "most essential traits of a strong school leader." Take a look at their results to see what others educators think about this issue.

A positive leader should also help students understand the importance of appropriate behavior. When students make mistakes the educator should help them learn from those mistakes and become better citizens in the process. Our discipline learning packets serve that role.

These packets are designed to provide constructive, positive learning experiences for students who have violated a school behavior standard. Although the primary purpose of our packets and lessons is to serve as the consequence for an unacceptable behavior, we have de-emphasized the punitive aspect and stressed the positive learning experience that comes from understanding and reflecting on one's actions. We want the student to think about WHY it is wrong to talk back to the teacher, or hit someone, and to understand how others feel when they are the subject of disrespect or have been knocked down by someone running or otherwise being careless.

By emphasizing the feelings and rights of others, we attempt to lead students to a more empathetic and social understanding of the effects of their actions and the fact that this behavior impacts on the whole school community.

But can something as simple as a "discipline learning packet" really change student behavior and the learning environment? We surveyed users of the packets and found some amazing results. Check them out for yourself: Advantage Press - Survey Results