The top three traits that an aspiring or a current school principal must show in order to be successful was hard to define because there were so many.
From observations, experience and discussions with educators the main characteristic was integrity. Young staff and pupils looked over the attitudes that the principal shown in their daily life. It didn't matter whether the principal was a primary or secondary educator, the discussions always go back to the point that integrity was a thing that they truly stated as a foundation. Everything they stood for centered around integrity.
The second trait was one of support. Support in the principal's personal life and their consistent support of personnel and pupils. All agreed that support created stability. A stable support network around the school principal included their house life with their spouse and loved ones. It was strongly advised that the result of support and the giving of support was the building block for intrinsic security.
The 3rd trait was consistency.The principal had to display consistency in what they were stating and what exactly they believed in.The principal need to demonstrate the path they desired to take the school. A shared and clearly articulated vision was very important. When that occurred decisions were easily made concerning the schools direction.
Experience showed that being a successful school principal did require the principal to know when to relax and not say something. Many principals mentioned it was a skill that they needed to truly concentrate on. Most of my research in this field demonstrated that principals only had to have a little opportunity and they were fast to offer their opinion when it would have been easier to have kept quiet and let discussion by the personnel roll on instead of stifling conversation.
Most principals mentioned that was the area they had to learn very quickly because whenever they saw that they didn't interrupt or express their opinion within the initial phases of conversation the staff stayed involved and sensed that they were being heard. Discussion did not close down. My observations of inexperienced compared to seasoned principals saw a tremendous distinction in that discussions turned into debates very early in meetings with the unskilled principal than the knowledgeable principal.
From observations, experience and discussions with educators the main characteristic was integrity. Young staff and pupils looked over the attitudes that the principal shown in their daily life. It didn't matter whether the principal was a primary or secondary educator, the discussions always go back to the point that integrity was a thing that they truly stated as a foundation. Everything they stood for centered around integrity.
The second trait was one of support. Support in the principal's personal life and their consistent support of personnel and pupils. All agreed that support created stability. A stable support network around the school principal included their house life with their spouse and loved ones. It was strongly advised that the result of support and the giving of support was the building block for intrinsic security.
The 3rd trait was consistency.The principal had to display consistency in what they were stating and what exactly they believed in.The principal need to demonstrate the path they desired to take the school. A shared and clearly articulated vision was very important. When that occurred decisions were easily made concerning the schools direction.
Experience showed that being a successful school principal did require the principal to know when to relax and not say something. Many principals mentioned it was a skill that they needed to truly concentrate on. Most of my research in this field demonstrated that principals only had to have a little opportunity and they were fast to offer their opinion when it would have been easier to have kept quiet and let discussion by the personnel roll on instead of stifling conversation.
Most principals mentioned that was the area they had to learn very quickly because whenever they saw that they didn't interrupt or express their opinion within the initial phases of conversation the staff stayed involved and sensed that they were being heard. Discussion did not close down. My observations of inexperienced compared to seasoned principals saw a tremendous distinction in that discussions turned into debates very early in meetings with the unskilled principal than the knowledgeable principal.
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