Green 2013 Described The Leader As A Master Juggler

Green 2013 Described The Leader As A Master Juggler P19 Educa

Green (2013) described the leader as a "master juggler" (p.19). Educational leaders deal with a variety of stakeholders including office personnel, board members, community members, faculty, support staff, students, and parents. Each of these groups has specific needs and requires that the leader take on a specific role: learner, manager, shaper of school/work culture. At times, their roles may be independent, while at other times they may overlap.

Among the various roles a leader must embody, the role of a shaper of school culture stands out as most crucial, especially for a school principal. Cultivating a positive, inclusive, and growth-oriented school culture directly impacts student achievement, staff morale, and the overall success of the educational institution. A leader as a culture shaper influences behaviors, establishes shared values, and creates an environment conducive to learning and development. Evidence from Robbins & Alvy (2014) emphasizes that a strong school culture can serve as the bedrock for implementing change, fostering collaboration, and sustaining improvement efforts. When leaders prioritize shaping the school’s culture, they set a tone that encourages high expectations and collective responsibility, which are essential for achieving long-term educational goals.

Moreover, research indicates that leadership focused on culture has a ripple effect across all aspects of school functioning. For example, Cameron and Quinn (2011) argue that organizational culture influences staff motivation and parental involvement, thereby affecting student outcomes. Principals who actively shape their school’s culture can build trust and cohesion among staff and students, reducing conflict and increasing engagement. While being a learner or manager is important, these roles often serve as means to enhance and sustain the culture within a school setting. A leader’s capacity to foster a positive culture can enhance instructional quality, retain talented staff, and promote continuous improvement, all of which culminate in improved student success.

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The role of a leader as a shaper of school culture is, in my opinion, the most vital among the various roles outlined by Green (2013) and supported by Robbins & Alvy (2014). School leaders, particularly principals, serve as the custodians of their school's environment and set the tone for how the entire community interacts and functions. The importance of culture in education cannot be overstated, as it influences every aspect of teaching, learning, and community engagement. A positive school culture fosters trust, respect, and high expectations, which are fundamental for student achievement and staff satisfaction.

Research underscores that culture can be a powerful lever for change. For instance, Schein (2010) posits that organizational culture shapes beliefs, behaviors, and attitudes. When principals prioritize shaping school culture, they create a shared vision that aligns staff efforts and instills a sense of purpose. This alignment enhances collaboration among teachers, strengthens relationships with parents and community members, and promotes a climate of safety and respect. The leader's role in establishing such an environment often involves modeling desired behaviors, celebration of successes, and open communication. These actions foster a sense of belonging and collective responsibility, integral factors in driving educational excellence.

Furthermore, a focus on culture as a leader is a proactive approach that sustains improvement over time, even during periods of change or adversity. As Kotter (1996) emphasizes, culture is a critical element in guiding organizations through transformation. Educational leaders who actively craft and maintain a positive school culture can better navigate complex challenges, such as policy changes, demographic shifts, or resource limitations. When the culture centers on continuous learning and high expectations, it becomes a resilient foundation that supports ongoing development and achievement.

In conclusion, while the roles of being a learner or manager are essential for personal growth and operational efficiency, the role of a shaper of school culture has the most profound impact on overall school effectiveness. Effective culture shaping creates the environment where teaching and learning thrive, staff are motivated, and the entire school community works towards common goals. For school principals and educational leaders, cultivating a positive culture is not just a role but a strategic imperative that underpins all other leadership functions and sustains long-term success.

References

• Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework. Jossey-Bass.
• Kotter, J. P. (1996). Leading Change. Harvard Business Review Press.
• Schein, E. H. (2010). Organizational Culture and Leadership. Jossey-Bass.
• Robbins, S. P., & Alvy, L. (2014). The Skills of Leadership. Pearson.
• Green, R. (2013). Leadership as a Master Juggler. Educational Leadership, 70(3), 19-23.
• Leithwood, K., & Jantzi, D. (2005). Transformational Leadership. In B. Davies (Ed.), The Routledge International Handbook of Educational Leadership and Management (pp. 33-48). Routledge.
• Leithwood, K., & Riehl, C. (2003). What We Know About Successful School Leadership. Laboratory for Student Success.
• Berkovich, I. (2013). Culture and School Leadership: Challenges and Opportunities. Educational Management Administration & Leadership, 41(4), 459–471.
• Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press.
• Fullan, M. (2007). The New Meaning of Educational Change. Teachers College Press.