Article Response: EFFECTIVE SCHOOLS: INTERPRETING THE EVIDENCE (by Susan J. Rosenholtz) Dion Ginanto
After reading this article I realized that it is not easy to make an effective school. I used to think that principals could do everything they want to improve the quality of their school. In facts, however, there are a lot of things we must consider in achieving school effectiveness. There are at least three main points that Rosenholtz (1985) proposed to create a successful school: The principal's competency, effective school goals, and like-minded teachers.
The first point in realizing school effectiveness is the principal’s competency. The principal’s approach in dealing with the goals of achievement is very important. Rosenholtz (1985) assumed that the principal should be able to do effective planning and lead action to mobilize teachers in eradicating low student achievement. In line with this, Bossert, et al (1982) stated that the principal should also be able to balance between the “bottom-up” and “top-down” views of organization in leading an effective school. Besides, the principal is required to be smart in dealing with the pressure and high expectations coming from parents, staff members, administrators, the superintendent, district administrators, etc.
The second thing that affects the school effectiveness is to set up effective goals of achievement. I do agree with the idea Rosenholtz (1985) proposed, “that personal motives held by member of the staffs are congruent with the goals of the organization” (p. 382). Whoever leads the school has to be able to communicate effectively the school goals to teachers and staff members. With common and clear direction on the goals, the teachers and staff members are able to focus their energies for improvement.
The third thing we must consider to make a successful school is the like-minded teachers. Rosenholtz (1985) wrote, “One way to both reduce uncertainty and increase goal consensus is to recruit like-minded staff” (p. 361). In order to maintain the school’s quality, every principal should be able to recruit, keep, and maintain the high quality of teachers. The principal should also be concerned about the balance of inducements and to contributions of teachers in order to assure teachers’ satisfaction. All teachers should feel relaxed, confortable, and happy in doing their duties at school.
I am especially interested in one of the three main aspects of Rosenholtz (1985) in making a successful school: the principal. I will share some problems in Indonesia dealing with headmaster. In Indonesia, we have three main problems based on my observations so far: principal recruitment, principal competence, and principal behavior. In the recruiting process, most principals are not hired based on their achievements. Instead, the local government will give a chance to those who helped the ruling party in the general election. Many principals lose their position when the mayor is changed. This is obviously affecting the principal’s competency. Instead of setting up good planning for achieving the effective school, most of them will falsify their reports, approve “cheating” in the national examinations, etc., in order to meet the mayor satisfaction. The principal behavior also has become a hot topic among people in Indonesia. Principal’s tardiness and absenteeism have already become a common phenomenon in most schools, especially in rural areas. Believe it or not, most schools in the rural areas in Indonesia still fight for electricity power, fixing leaky road, clean water, and school facilities such as library, room, laboratory, rest room etc. Therefore, most headmasters use these reason to excuse their absenteeism and tardiness.
All in all, as Rosenholtz (1985) proposed, there are at least three aspects regarding school effectiveness: the principal, teachers and goals of achievement. In her article, Rosenholtz was focusing on one of the principal’s role: instructional. There is a connection between Rosenholtz’s idea and Cuban’s about the principal’s role. Cuban (1988) proposed three basic roles of the principal: political, managerial, and instructional. The connection between Cuban’s and Rosenholtz’s ideas about the principal is important. Rosenholtz concentrated her writing on only one of the principal’s roles, instructional, she only focused on the principal’s role in dealing with teachers. However, as Cuban (1988) wrote, instead of focusing only on instructional role, the principal should also consider the managerial and political roles. ============= ============= ==============
References
Bossert, S.T., Dwyer, D.C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.
Cuban, L. (1988) Principaling: Images and roles. The managerial imperative and the practice of leadership in schools. Albany, NY: State University of New York Press.
Rosenholtz, S. J. (1985) Effective schools: Interpreting the evidence. American Journal of Education, 93 (3), 352-388.
The first point in realizing school effectiveness is the principal’s competency. The principal’s approach in dealing with the goals of achievement is very important. Rosenholtz (1985) assumed that the principal should be able to do effective planning and lead action to mobilize teachers in eradicating low student achievement. In line with this, Bossert, et al (1982) stated that the principal should also be able to balance between the “bottom-up” and “top-down” views of organization in leading an effective school. Besides, the principal is required to be smart in dealing with the pressure and high expectations coming from parents, staff members, administrators, the superintendent, district administrators, etc.
The second thing that affects the school effectiveness is to set up effective goals of achievement. I do agree with the idea Rosenholtz (1985) proposed, “that personal motives held by member of the staffs are congruent with the goals of the organization” (p. 382). Whoever leads the school has to be able to communicate effectively the school goals to teachers and staff members. With common and clear direction on the goals, the teachers and staff members are able to focus their energies for improvement.
The third thing we must consider to make a successful school is the like-minded teachers. Rosenholtz (1985) wrote, “One way to both reduce uncertainty and increase goal consensus is to recruit like-minded staff” (p. 361). In order to maintain the school’s quality, every principal should be able to recruit, keep, and maintain the high quality of teachers. The principal should also be concerned about the balance of inducements and to contributions of teachers in order to assure teachers’ satisfaction. All teachers should feel relaxed, confortable, and happy in doing their duties at school.
I am especially interested in one of the three main aspects of Rosenholtz (1985) in making a successful school: the principal. I will share some problems in Indonesia dealing with headmaster. In Indonesia, we have three main problems based on my observations so far: principal recruitment, principal competence, and principal behavior. In the recruiting process, most principals are not hired based on their achievements. Instead, the local government will give a chance to those who helped the ruling party in the general election. Many principals lose their position when the mayor is changed. This is obviously affecting the principal’s competency. Instead of setting up good planning for achieving the effective school, most of them will falsify their reports, approve “cheating” in the national examinations, etc., in order to meet the mayor satisfaction. The principal behavior also has become a hot topic among people in Indonesia. Principal’s tardiness and absenteeism have already become a common phenomenon in most schools, especially in rural areas. Believe it or not, most schools in the rural areas in Indonesia still fight for electricity power, fixing leaky road, clean water, and school facilities such as library, room, laboratory, rest room etc. Therefore, most headmasters use these reason to excuse their absenteeism and tardiness.
All in all, as Rosenholtz (1985) proposed, there are at least three aspects regarding school effectiveness: the principal, teachers and goals of achievement. In her article, Rosenholtz was focusing on one of the principal’s role: instructional. There is a connection between Rosenholtz’s idea and Cuban’s about the principal’s role. Cuban (1988) proposed three basic roles of the principal: political, managerial, and instructional. The connection between Cuban’s and Rosenholtz’s ideas about the principal is important. Rosenholtz concentrated her writing on only one of the principal’s roles, instructional, she only focused on the principal’s role in dealing with teachers. However, as Cuban (1988) wrote, instead of focusing only on instructional role, the principal should also consider the managerial and political roles. ============= ============= ==============
References
Bossert, S.T., Dwyer, D.C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.
Cuban, L. (1988) Principaling: Images and roles. The managerial imperative and the practice of leadership in schools. Albany, NY: State University of New York Press.
Rosenholtz, S. J. (1985) Effective schools: Interpreting the evidence. American Journal of Education, 93 (3), 352-388.
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