Social Psychology and Educational Leadership in Practice

Todd Whitaker, author of “What Great Principals Do Differently: Eighteen Things That Matter Most”, (2013) asserts, “Outstanding principals know that if they have great teachers, they have a great school; without great teachers, they do not have a great school.” (Whitaker, 2013, Chapter 2. Para. 1). The deployment of a new principal to effect change in the learning institution is meant to be significant to the school’s advancement and success. It is therefore imperative that the he or she employs the best of several different strategies to effect the positive changes that are necessary to recruit and motivate the staff and to repopulate the school. Moreover, the leader’s strategic plan should involve staff interactions where he or she seeks opportunities to infuse persuasive perspectives that guide and transform the behaviours of the human resources. Furthermore, the effectiveness of the principal will be manifested as he or she establishes explicit and quantifiable goals that focus on critical needs regarding improving student retention and achievement at the school level.

The first mandate given by the new leader is to re-staff the school and the best way to provide an exceptional learning environment for students is to supply them with outstanding teachers. According to Whitaker (2013), the principal should insist that the human resources are “exceptional in the classroom, committed and influential in the work environment,” and the most significant way to quickly improve a school’s environment is to add teachers who are better than the ones who leave (Kindle). Even beyond being excellent classroom managers, the teachers should possess the abilities to lead and positively influence their peers (Wolfe, 2007). It is also vital that the principal seeks to employ dynamic teachers who are genuinely enthusiastic about what they do. Another attribute that should be considered when recruiting teachers is the educator’s talent. According to Whitaker (2013) talent encompasses love of students, vibrant intellect, a positive attitude, a congenial personality, impressive work ethics, leadership skills, and strength of character.

The leader of a transformation processes requires a change-centred mentality. These individuals must emphasise the establishment of an unambiguous perspective and inspire followers to pursue the vision. In this way they provide a strong motivational force for change in followers. Armstrong (2009) also concluded that apart from a participative leadership style, a clear vision or mission is most likely to stimulate innovation among the staff members. Moreover, according to Howell & Avolio (1989) are cited by Lievens, Geit, & Coetsier, 1997, “Leaders who enhance followers’ confidence and skills to devise innovative responses, to be creative, and to take risks, can also facilitate the changeover processes in organisations”, (p. 416).