Principals’ Decision Making Style on Staff Morale

Filed in Articles by on January 27, 2020 0 Comments

Principals’ Decision Making Style on Staff Morale…Educational goals achievement (EGA), at any level, depends on a number of factors. If the broad aims and objectives of secondary education, as contained in the National policy on education must be achieved, these factors must given adequate attention. One of such factors is the decision-making styles of the educational administrators or schools principals.

One of the several activities that differentiate administrators from other employees in an organization is decision-making. It involves an individual’s thought, perception, attitude and focuses on the ability of the administrator to make the right choice among alternatives.

The position of the school principal is a strategic one. He is the immediate boss of the teachers and sees to it that the directives from the ministry are carried out. He is free to maker certain decisions that affect the day-to-day running of the school. the way the principal pilots the affairs of the school in terms of his decision-making style can affect the morale of the teachers and this can affect he school as a whole. The principal should therefore realize that both teachers who crave for recognition of their worth and that any attempt to disregard them will lead to low performance for the school and low productivity for the nation. It’s observed that progress of any nation whether economically or educationally depended on the quality and conscientiousness of its teachers. Only a few people would put in their best when they are not satisfied with their job. A principal who feels he cowed ignore the teachers create an atmosphere of dissatisfaction and this militates against the psychological stability of the individuals and hence reduces productivity. A research shows that teacher’s job satisfaction in general is lower in schools where teachers perceive a high bureaucracy in the style of leadership. It therefore follows that if a principal want to arouse high moral among his staff, he should be less autocratic and should adopt less bureaucratic technique in his decision-making. According to democratic decision and leadership and aim at the actual stimulation of teachers in school to professional improvement, even the most indiffient ones are likely to improve when they consider themselves apart of the organization. This he said would rest in improved staff moral and job satisfaction. In his own contribution, asserts that a skillful leader will seek to avoid decision that will needlessly antagonize his subordinates he will weigh their ideas and advice most carefully, and when necessary after he has made the decision, he will seek for the sort of support that comes from voluntary co-operation. Also there have been enough evidence to show that teachers normally feel satisfied when they are included  in the schools decision-making. For example, it has agreed that increased teacher principal participation in decision-making process in areas affecting the lives of the teachers has not only been desired by teachers but will lead to higher productivity and teacher’s satisfaction.

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Principals’ Decision Making Style on Staff Morale

However, the asserts that there is a strong evidence that involvement of teachers in decision making and management, reds tension, inter-department rivalry and friction. According to this, when you design an assignment yourself, its far more difficulty to get out of carrying it out.

They maintenance that a successful and effective school administration requires meaningful participation of staff in decision making process.  A school is always seen as a tool engaged in the activity of choosing from among various educational alternatives within its jurisdiction. The school administration needs to create a conducive organizational climate through share decision-making. This depends to a large extent on the superior-subordinate relationship existing within the system. If it is democratic rather than autocratic, then there is room for development, the believer that, researchers will respond to a principal’s leaderships in professional activities with more enthusiasm if he leads by examples rather than exhortation. There should be a willingless of the administration to look at all sides of an issue and exercise professional ethics.

In conclusion, a school principal should realize that there is no substitute for fair play in winning and keeping the confidence of teachers.

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