The success of any organization is dependent on competent leadership and involvement of the staffs to ensure they are motivated towards the realization of the institution’s goal. Schools success is not different thus leadership strategies determine their improvement and faculty development. Principals gain their power from the district’s superintendents making them responsible for all the activities that take place, but it is hard for any one person to carry all the burden of school administration on his/her shoulders (Zepeda, 2013), hence the need to delegate authority to teachers.
Responsibilities and Process to Follow in Delegation
The current schools, for example, an urban high school comprises of several departments such as English, social studies, science, mathematics, and sports, other issues may pertain purchases of necessities and environment conservation. These issues may be too much for principals to handle due to the data collection, reports, discipline referrals, scheduling of major events, and record keeping (Wilhelm, 2015). The principal thus should delegate authority to the assistant principal, and teachers depending on their ability and past success on handling the tasks. The delegation of power in these different areas should be based on merit and the ability of the teachers.
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An effective leader knows the skills of his staffs so by holding a democratic meeting with all the staffs he can propose, and the school’s board of directors can recommend teachers he/she intends to delegate authority to, in the different areas (Wilhelm, 2015). Once accepted the appointed teachers should attend leadership seminars where possible but communication between the appointees and the school leader should be a two-way dimension to ensure the improvement of the faculty and school’s development. Setting the primary objectives and vision of the school should be understood by the teachers while the principle should motivate and guide them through their activities and follow up to ensure they perform their duties diligently.
Challenges
The main hindrances are based on ineffective communication that leads to misunderstanding the different tasks and lack of follow up from the principal that results in complacency from the teachers (Zepeda, 2013). Inadequate support of the teachers from the leaders or poor delegation processes that are not based on merit would also hinder achievement of the school’s objectives.
References
Wilhelm, T. (November, 2015). What is Effective Delegation? PD for Principals . Education.cu-portland.edu . Retrieved 10 July 2017, from, http://education.cu-portland.edu/blog/leaders-link/effective-delegation/
Zepeda, S. (2013). The Principal as Instructional Leader: A Practical Handbook. (3rd ed.). Routledge.
