CHAPTER 8 TEACHING AND LEADERSHIP
5.3 LEADERSHIP: KNOWING
127 I think it is important that a teacher be a leader. You can’t be a teacher if you are not a leader at the end of the day […]. They just see the headmaster and the deputies as being leaders of the school, not realising that you need leadership in the classroom. They only see it at the top level and not as leadership at every level. (Garnet 4) It was, however, suggested that some teachers do not display leadership tendencies:
I think sadly some teachers aren’t leaders; they stand in front and tend to impart information without standing up as a leader. (Opal 3)
A respondent in one focus group further posited that often people outside the profession do not recognise the teachers’ leadership role:
I think people sometimes think that teachers – not all the time, but sometime – that teachers are lovers, they help people – and they almost see leaders as strong and not about necessarily – I think they have the wrong perception of what leadership is. They think that maybe it is someone who is at the top, and they make decisions and people respect them; they almost forget about the relationship part.
And yet teachers are seen as people who care for kids, who want them to be better – yet that is not associated with leadership. It is like a big divide. (Garnet 4)
There appears from the above to be an unawareness of the policy expectation that South African teachers should be competent in leadership.
I now examine the concepts of leadership expounded by respondents in order to gain clarity on what it is that teachers actually understand about teacher leadershipi. This examination is conducted under the four headings described in Chapter 2 - (1) knowing, (2) doing, (3) being and (4) relating.
128 If leadership does indeed involve having either superior knowledge, as has been suggested in the literature (Gardner, 1990; Adair, 2002), or at least an ‘awareness’
that is beyond that of one’s followers, how do teachers gain knowledge to lead? It is noted from the data that the two areas of knowledge that were considered significant by respondents in terms of the teacher as a leader were (1) knowledge of the subject being taught and (2) knowing the children being taught.
5.3.1 Having subject knowledge
The term ‘leader’ suggested to some of the teacher respondents - someone who has the answers; knowledge is recognised as a source of, and reason for, respect:
[A leader is] someone who commands respect with skills and knowledge. (Opal 7)
At least two of the respondents felt that it is important that teachers be knowledgeable about the subjects that they teach:
Leaders and teachers need to be knowledgeable about their subjects and as much else related to their situation, so they need to extend themselves all the time in that regard. (Topaz 2)
You have to be the person who has the answers or can find the answers […] to be able to take command of a situation […] to have the expertise and knowledge necessary to do this effectively in a situation. (Opal 4)
It is important too that the knowledge is current and up-to-date.
[…]. You have to be aware of current trends. (Opal 8)
Subject knowledge was also recognised as something that helps motivate pupils:
Being knowledgeable about your subject shows them [the pupils]
that you have got to take these things seriously – they know you are prepared. (Sapphire 1)
129 The early situational theories of leadership focussed on the value of a leader having knowledge of the specific technicalities with which his/her task team is involved. In the case of the teacher leader, this would mean having knowledge of the technicalities of the subject matter being taught, of its significance and of its place within the curriculum. Socrates was the first to teach that the person possessing knowledge tends to be the leader (Adair, 1989).
5.3.2 Knowing the children, and knowing about them
The importance of knowing the children in one’s class is similar to the importance of a leader knowing the people he/she leads. This concept was recognised as important by the respondents. Topaz 1 and Sapphire 1, for instance, indicated that they are of this view and they also expressed why they feel that knowing the children in one’s class is important if one is to encourage growth in each child:
I take that very seriously in my classroom because I need to get to know the children I am working with in order to make their education more real in terms of their lifestyle – that’s why I feel quite strongly that if I do not know what a child is going through at home or what their lifestyle is how am I going to relate the learning experience to them. In the first term I take a huge amount of effort to get to know the children on an individual basis as best I can, and I have individual interviews with my children. (Topaz 1)
Get to know your students well, because a good leader knows those people around you, and the people he is expected to lead. (Sapphire 1)
Sapphire 1 further suggested that coming to know one’s pupils includes finding out about their strengths and weaknesses to be able to work more effectively:
130 Get to know their strengths and weaknesses and try to use their strengths to their advantage, and try to work on their weaknesses.
(Sapphire 1)
Two of the respondents argued that having personal, specific knowledge of each child is indispensable if the teacher is to handle that child with sensitivity:
You have to get to know the kids; get to know them as people, not just a ‘bunch of irritating creatures’. [Laughs] (Ruby 2)
You can’t do anything unless you actually get to know them, and learn a little bit about them. Some of them have quite a lot of hardship. They come from home angry, or upset – and if you know nothing about the kids that you teach, you cannot do anything with them. It is important. (Ruby 3)
The respondents, in commenting on the performances of the teachers represented in the films that were watched as part of the film-stimulus group discussion and on the type of leadership that they portray, noted that coming to know the children as individuals enhanced their leadership abilities within the classroom. Two of the respondents had the following to say:
He [the teacher] identified [in pupils] what their role was, what their strength was – or where they were comfortable, and he made them grow in that. (Opal 5)
She [the teacher] invests much time and effort in getting to know each of her students personally, building on their strengths and challenging their weaknesses. (Ruby 5)
The implication of knowing the children individually in terms of those children’s ability to learn was perceived by Sapphire 3, who referred to the concept of ‘multiple intelligences’ and the different ways in which individual children learn (Gardner, 1983):
131 In managing and leading in the classroom it is important to remember that different children learn in different ways. So we must allow all of them to experience learning in their own ways. (Sapphire 3)
There was also comment on one film teacher who, it was observed, showed skill when dealing with a pupil who was showing signs of personal problems:
Knowing where they [the pupils] are at is hugely important. The film gave it to us so clearly with that one girl in particular. “Why haven’t you done your homework? Why haven’t you?” Then we saw her home life, you can then very well understand. In dealing with the learners we teach it is also important, hugely important. (Amethyst 2)
One respondent suggested that knowing one’s group members is important in all types of leadership situations:
[Leadership] is only effective if the leader is able to … understand the people under him or her. (Emerald 1)
Hybels (2008, p. 24) has said the following about leadership:
A key responsibility of the leader is to know what season the organisation is in, to name it, and then to communicate the implications of that season to his or her followers.
I observed the incident described below whilst in a class where the over-excited children required careful handling by their teacher. This situation illustrates what Hybels refers to as a ‘season’: it shows the teacher handling her pupils in a positive manner, having through her knowledge of them recognised the ‘season’ in which they are in:
Teacher: “I think you are all very hyped up from practising in the hall. Put your pens down, please. Take a few deep breaths – in – and
132 out – and in – and out.” [To one boy who was giggling] “You need an extra one, you are still not ready.” (Sapphire 1)
It can be seen from the above comments that the respondents recognised knowledge of one’s pupils as an important function of leading and as such they are endeavouring to practise this as part of their teaching.