It is important to note that a critical requirement for a school principal has good management skills. This is because it is essential to respond in time to negative situations in the team and among students. At the same time, the principal’s role as a manager is also crucial because it allows for meeting the needs of students and teachers, and parents (Wallace Foundation, 2018). This is because they also address suggestions and questions to the head of the school. The next role of the principal in my ideal school hunts is to create shared values that will promote effective collaboration among teachers. Simultaneously, the principal should review and approve the curriculum to ensure that it meets the high standards of education that the school offers teaching (Binda & Mzumara, 1992). Thus, the headmaster in my ideal school has the role of an effective manager who provides a connection between teachers and students.
In the U.S., school principals are governed by nationally adopted educational standards. In addition, they receive uniform preparation and training in order to lead the school successfully. In contrast, Binda & Mzumara (1992) indicate that education standards depend on the local level of government in Malawi. At the same time, they emphasize that the authorities in the region can influence the shaping of school education. Thus, the principal in Malawi incorporates the wishes of local leaders when developing the school curriculum. Instead, the headmaster in the United States uses mandatory educational standards (Wallace Foundation, 2018).
It is worth noting that school principals in Malawi undergo advanced training courses on the job; thus, they can not fully focus on teaching (Binda & Mzumara, 1992). In the United States, on the other hand, additional training for school principals occurs over a more extended period, and they have the opportunity to concentrate fully on enhancing their competencies. Therefore, this leads to the fact that in the U.S., the system of school management and quality of education is much better than in Malawi.
References
Binda, K. P., & Mzumara, P. S. (1992). Trained and untrained elementary school principals in Malawi. Comparative and International Education, 21(1).
Wallace Foundation. (2018). A bold move to better prepare principals: Episode two – new leaders [Video]. YouTube. Web.