Since I have started teaching I've had eight principals in three schools. They seem to fall into three leadership styles. First, there are the humane, maintenance mode types. Then there are the bureaucratic, by the book types. Finally, there are, more rarely, the humane game-changers ( I've only had one ).
The first style allows for accessibility in the office, a caring approach to staff's personal situations, but not a lot of leadership pedagogically. The block budget gets distributed more or less as staff requests it but the process is not always clear as to how the money is allocated across the school departments.
The second, more bureaucratic style follows the board mandates and expects staff to do the same, the fund allocation process is methodical and clear. But issues get dealt with in a political way. For example, when I put in a request to the union to have my room tested for mold after a pipe burst in the ceiling and nothing had been done by the administration, the principal and two vice-principals showed up at my door as a safeguard against the possibility that I might misquote anything they said (overkill, in my view).
The third style is the principal who gets things done but who also supports learning and professional growth. If the number of board expectations for the shcool are just too unreasonable to implement, this principal will find a way to justify not doing everything by the book. Staff meetings are for inspiration, not drudgery. Book draws for professional learning are the norm. If students are impeding other students' learning, there is intervention. If teachers are impeding students' learning, there is intervention. The school leader is consistently on the side of student success. The school building is cared for. Department funding is based on need and negotiated collegially.
In my experience, there are a few of the first styles out there, more of the second style, and very few of the third.
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At my placement last week, I met a principal from the third group. While she is an advocator of rules and principles, she is very supportive of her subordinates and students. When sensitive issues arise, she is decisive in her approach the problem and tactful and caring with the parties involved. The staff look up to her and mutual respect and understanding is quite apparent.
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