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20160406133237collaborative_leadership_revised.docxRunning Head: Collaborative Leadership & Teacher Performance 4
Collaborative Leadership & Teacher Performance
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Introduction
This article examines the effects of collaborative leader on teacher performance with a purpose of critically analyzing and critiquing the effects of having collaboration between the school leaders and the teachers performance that has far much implication also on the student results, school name and overall effect on the community and society the institution is serving.
A collaborative leader refers to any kind of a head who recognizes the need for wide consultation and direct involvement of the concerned colleagues in all matters that affects them in the work place. He is the person who recognizes the views, opinions, input in terms of ideas from the people he/she is leading (Pynes, 1997). He is a person who has the people he is leading in his heart and their values in the organization. He believes no man is an island and he is because the other people are there. He or she accepts positive and constructive criticism in order to better the organization he is heading.
Collaboration in leadership entails direct involvement of those you are leading in decision making, planning and getting their views and ideas. It assists in easing the burden of thinking alone and allowing brainstorming and coming up with a solution to a problem collectively as a group. When an idea is born through active collaboration then it means it serves the best interests of most if not all members of the group and results of it are sweet fruits. In our case, the collaborative leader can be the school head or principal who works collaboratively with fellow teachers to ensure the success of the school (Marks, 2013).
For people to co-work and co-exist collaboratively, they need to share common virtues and attributes and for instance, all of them need to have a common vision that acts as guide line and keeps them together. They also need to have common goals and objectives that they need to achieve at the end of the exercise.
A common unity of purpose is key for all within an organization. A successful collaborative approach has a measurement mechanism where the leader (principal) and the stake holders (teachers) review to see if they have achieved their targets within the set time. If not, the loopholes that needs to be filled and ironed to ensure success in the next trial. This also gives them time to reflect on the run of the organization (Goddard & Tschamen, 2007).
To ensure collaborative leadership, the principal needs to involve the teachers directly in planning of the lessons and time, offering alternative time to ensure complete teaching, consulting widely during decision making as it affects the teachers, allowing dialogue between the staff and getting their complains and grievances collectively, offering audience to students and parents and engaging in verbal talks on what affects them, proper and unanimous scheduling of time to ensure teacher satisfaction, among others. All these have a direct relationship between teacher performance and consequently the students and school in general.
Methodology
Findings
After a thorough research on the effects of collaborative leader on teacher performance, below where some of the results that were assembled from the respondents:
Effects of collaborative leader on teacher performance
It assists in improving poor performing schools through extra teacher performance
A collaborative approach between the school principal and teachers can help in improving the grades of a poor performing schools and that is directly related to positive performance by teachers. This is so true for instance, if the principal realizes that the school has been performing poorly due to adoption of one man’s rule where all decisions are made by the principal alone and subjected to teachers regardless of their effects. This may not auger well with teachers and they may not feel moralized to teach (Goddard & Tschamen, 2007).
This can well be turned around if the principal holds a dialogue with teachers, gets their views and opinion regarding the school management. If they have a common goal and vision to achieve, that will act as a fabric that will unite them and they will feel strong to work together. Since they have a target to achieve, they will be easy to take as the teachers will realize that they are recognized and their presence felt.
Again all this direct involvement of the teachers shows that the principal has trust in his staff and they will work even harder to achieve and maintain standards. A poor performing school can improve its grades if the teachers are delivering well (Sánchez & Schmid, 2013).
Creates job satisfaction and exemplary teacher performance
Every employee dreams of working in an environment that gives heart satisfaction and peace of mind and teachers are not exceptional. A collaborative approach to teaching ensures that teachers working within that institution feel recognized and that they contributing to the success of the school. This creates a satisfaction and even extra performance in order to raise standards. A calm and conducive working environment may entail involvement of the staff in planning and decision making, through shopping of ideas and opinions from them before arriving in any decision. This also shows that the leader respects the staff and they will be able to work extra mile to ensure they maintain they status, and also possibly get retention within a good performing school.
Excellent decision making improving teacher performance
A collaborative leader always has an easy time in decision making and most of it is unanimously accepted by all hence less resistance and easy implementation. Direct involvement of the staff through their input in planning and decision making ensures viable results as there is brain storming and exchange of opinions and ideas (Gilbert2014) A common decision is always reached and support is always sure so as success as the staff feels that they are part of the goal setters hence should work hard to ensure they achieve their target and goals as well, since teachers feels obliged to succeed , they put extra effort hence improvement and success of the school.
Improved teacher performance leads to student achievement
An effective collaboration between the principal and the teaching staff has a direct positive relationship to the performance and achievement of the students. Moralized and focused teachers will have a reason to teach even better and the results of their hard work will be measured by achievement of the students during exams. Teachers will extend that collaborative relationship to even students and reciprocated through excellent results. Involvement of the parents also will assist in teacher performance through the support that the parents will offer (Manyika, 2014). The success of a school is viewed as a collective collaboration of the school head, teaching staff, students, parents and all the involved stake holders. Both moral and verbal support is vital to ensure success of an institution.
Creation and maintenance of status quo
When a principal through a collaborative approach leads to success of a school, teachers and other stake holders are always proud and create a good name for the school. This also gives it a different status to which may refer it within the society. Teachers, students, parents and the collaborative leader need to always be reading from the same page in order to ensure continued success and maintenance of the status quo (Manyika, 2014).
Conclusion
From the above research carried out, by the scholars, it can be universally agreed that there is a positive relationship between a collaborative leadership approach and its effect on teacher performance. This consequently has a positive effect on the student achievement and the school in general and contributes to well-being of the society. However any negative effect of the collaborative leadership approach on teacher performance seem not to have been identified by the surveys carried out and hence another extensive research can be carried out to ascertain the extend of the same.
References
Pynes, Joan. (1997). Human Resources Management for Public and Non-profit Organizations. San Francisco, Jossey-Bass
James Manyika. (2014). Insights & Publications. Retrieved March 13, 2016, from A productivity perspective on the future of growth: http://www.mckinsey.com/insights/economic_studies/a_productivity_perspective_on_the_future_of_growth
Goddard R.D & Tschamen-Moran M (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in schools
Gallimore, R. (2014). Coach John Wooden's Pyramid of Success: A Comparison to the Sport Psychology Literature. International Journal Of Sports Science And Coaching, 9(1), 103-106.
Gilbert, W. (2014). Coach John Wooden's Pyramid of Success: A Comparison to the Sport Psychology Literature. International Journal Of Sports Science And Coaching, 9(1), 107-108.
Sánchez, C., & Schmid, A. (2013). Base of the pyramid success: a relational view. S Asian Jnl Of Global Bus Res, 2(1), 59-81.
