PRINCIPALS: BORN OR MADE?

A checklist of good practices for ethical heads of schools

BY Goolbai Gunasekara

The question whether principals are born or made is obviously rhetorical. One doesn’t become the principal of a school without some training in the art of running a school. Shakespeare’s often quoted saying that “some are born great, others achieve greatness and some have it thrust upon them” springs to mind when discussing those early educationist principals of Sri Lanka who have become legends.

Before independence in 1948, principals in the major Colombo schools and a few outstation ones located in the big towns were often Christian missionaries from the UK. Most had impeccable degrees from renowned universities.

And even if one or two did not have such qualifications, all of them offered students an excellent education and the schools they ran are still the best in Sri Lanka.

The timely arrival of Colonel Henry Steel Olcott gave Buddhist schools a much needed jolt, and several foreigners were responsible for upgrading colleges such as Ananda, Dharmaraja, Mahinda, Visakha and Musaeus.

Principals then operated under pleasant conditions. School populations were tiny compared to those of today and a school with 300 students was considered normal in the 1940s. Teachers were plentiful – both foreigners and Sri Lankans alike. Education was in English of course, since Ceylon was still a British colony.

Let me cite a few of the great names that are forgotten today except in the schools they headed: Father Maurice Le Goc (St. Peter’s College), Father Peter Pillai (St Joseph’s College) the Misses Opie (Ladies’ College), the nuns of Catholic schools such as St. Bridget’s Convent and Holy Family Convent, Sister Letitia (Bishop’s College), Hilda Kularatne (Mahamaya Girls’ College), Clara Motwani (Visakha Vidyalaya), Grace Paul (Girls’ High School – Kandy), P. de S. Kularatne (Ananda), Misses Choate and Shire (Methodist College), Marie Musaeus Higgins (Musaeus College), Bishop Stone (S. Thomas’ College) and E. L. Bradby (Royal College).

There were other educationists who built up the schools that function today but the appointment of principals to government schools nowadays is dependent on the seniority of teachers and not their suitability. Therein lies their tragedy.

Today, private schools can make their own choice of principals and have so far been fortunate. Those that fell under the government free education scheme have not. The appalling behaviour of many principals and teachers where students are abused mentally, physically and sexually is highlighted in the media regularly.

Case after case is filed against them but seemingly the status quo continues. Principals in many government schools are simply not imbued with either ethical or moral standards. Those in private schools are answerable to a school board and their behaviour is usually above reproach.

So what defines a really good principal from a run-of-the-mill administrator?

A concerned and organised principal must be in school before others arrive. The cleaning staff should be up and about, ensuring neat classrooms, clean bathrooms and swept grounds. Anticipating a principal’s early arrival ensures that all the above work is completed.

While teachers are usually punctual, there can be some habitual latecomers. Parents begin to notice this and will complain.

Therefore, it is necessary for the principal to take action before the complaints come in. One can only be aware of late comers if he or she is there before them. The early principals I worked under kept walking round the school. This ensured that bells were rigorously followed. No teacher must be late for class.

Good principals keep a check on written work given by each teacher. This is an often neglected job since principals assume teachers are giving enough written work. Not so. Frequent checks are needed.

Here’s how this can be done easily and efficiently.

Principals must leave their mark on students. They can do this by having talks with each class and a personal talk (not a scolding!) with poor performers or student troublemakers. Ten minutes a week works wonders.

Topics of discussion can range from personal hygiene to romance. For instance, I recall that in one of those 10 minute sessions, I discussed the importance of a firm handshake. They greatly enjoyed practising it that day within those 10 minutes. The
topics are endless.

Principals can’t have favourites among the staff. Being a principal is often a lonely position and as a human being, the head of the school will obviously depend on better staff members. But partiality will have to be controlled.

Dealing with people requires tact that may often have to be forced. A principal should know when to be downright strict and when to be lenient. He or she must be totally fair – a difficult task indeed, since principals need to have a broad and unbiased approach to the school, and its pupils.