Unlike teachers in the past, current teachers are presenting problems in front of the students and guiding them to solve those problems. It should be noted that both presentation of the problems and the solving of problems were the duties of the teacher in the past. In short, teacher centred education has given way for student centred education.
There were many similarities between the leadership approach of school principals and corporate senior executives. This was especially true in the areas of strategic visioning, comfort with change, approach to communication, delegation and feedback, follow through on tasks, and balancing their own needs with the needs of others (Kabacoff, p.3).
Principals are the chief executives of schools. In the absence of a competent principal, a school may face lot of problems. In other words, a principal can make or break a school. Scholars often talk about the importance of teaching and the skills necessary for teachers. They speak less about the importance of principals in controlling or managing school resources. In fact principal is the person who is managing the school resources, including teachers and infrastructure facilities in the school compound. This paper analyses the importance and best practices of school principals in general and school principals in Texas in particular.
For many patrons of a school, a “great” principal is someone who does it all: Helpful to teachers while honoring their autonomy to teach; responsive to parents while buffering teachers from their demands; listening to students’ problems while not intruding on parents’ turf or reversing teachers’ decisions. Finessing all of these contrary demands is, to many observers, a sign of “greatness” (Great Principals?).
All the above qualities may make a great principal. However, it is not necessary that such great principals may be always effective. Democratic way of functioning by the principal is always welcomed by the