Effectiveness of Head Teacher Training: Developing Leadership in Schools

Abstract

Training on leadership development of head teachers has been put into an integrated form to make the training more relevant and effective. As this integrated training is in practice for more than three years, it is now time to have appropriate feedback through an evaluative study like the present one. This study therefore seeks to assess the relevance and effectiveness of the integrated form of Head teacher leadership development training in terms of the change to be brought in school management and leadership so as to establish school as a learning institution. The research has also indicated that two modes have been used to deliver the knowledge and skills of Head teachers in relation to school leadership and management. The training is affected by both contributing as well as hindering factors, so responsible authorities should enhance the presence of contributing factors and minimize the occurrence of hindering factors to strengthen the effectiveness of ILDT. Nevertheless, knowledge and skills related to teacher management, SIP formation, preparing operational calendar, pedagogical intervention, monitoring, evaluation and mentoring, fi nancial resource management, which are obtained from the training, are transferred into the work place. Despite having such positive impacts, there are some gray areas that need to be fulfi lled to maximize the effectiveness of the training.