It’s been a regular theme of my columns that as educators not all of our focus should be on our own schools and communities. Rather a lively interest in the wider world can reap many rewards, including for those who follow the daily news.
The much reported blunders of some of our central government and local body politicians in Aotearoa in recent times provides a great example of learnings to be had. The leadership context may be different than in schools but it is not hard to imagine relevant mistakes amongst principals as well.
It has been conflicts of interest that have undone MPs Michael Woods and Stuart Nash, and the former Race Relations Commissioner, Meng Foon. Amongst principals, conflicts of interest often seem to involve family members.
At the minor nepotism end it may be that a principal’s spouse or partner is employed by the school and receives some sort of privileged treatment, even if it is just the joys of pillow-talk. This probably causes some unhappiness amongst staff in many schools. At its worst – think of the Auckland school reported to have employed a known rapist closely related to the principal – nepotism can rip a school community apart.
Stuart Nash’s problem was ‘loose lips’, sharing his opinion of decisions around the Cabinet table with business people who were his supporters. Principals get a lot of privileged information as well. They need to learn to make very good judgements about what can and can’t be shared in any situation.
As well as conflicts of interest, Michael Woods was also guilty of not ‘getting around to it’, in his case not getting rid of shares despite numerous reminders. This makes me think of some of the less palatable desk work involved in being a principal, such as applying for funds or other resources.
Principals might put off such applications repeatedly, and some might never get done in time. But sadly it’s the school and sometimes particular staff or students that will miss out as a consequence.
Not all failings of politicians or principals are immediately obvious, with some it’s more a matter of emphasis. I’m thinking now about the leadership of Jacinda Ardern and Chris Hipkins.
After Jacinda Ardern left the PM’s role this year, many commentators summed up her time in office as a leader promoting an abundance of ideas but with poor execution. This signals how important it is for principals to not just offer ideas but to follow through and help their staff actually get things done.
Indeed one way that principals can cause a lot of resentment amongst their staff is by being ‘missing in action’, having lots of days or part days away from school, for reasons that seem somewhat spurious. Principals may be privileged compared to other school staff in having control over the use of their time, but being present and involved at school and not too early out the gate will reap many rewards in terms of staff relationships.
One variation on the theme reflects our social media era – principals turning up at school events such as camps or productions long enough to create Facebook posts but not truly mucking in.
Of course, there’s the opposite problem: doing too much. In the political sphere Chris Hipkins has been a good example. You’ll recall that before becoming PM he was Minister of Education, Public Service, Covid Response and Police. He was also Leader of the House. Holding multiple portfolios, he became a regular Mr Fix-It for the Labour-led Government.
Personally I couldn’t believe how much Hipkins was taking on and felt it was disappointing for the education sector where numerous matters would have likely benefitted from the attention of the Minister.
Chris Hipkins would have no doubt argued ‘needs must’, as Labour struggled to find enough experience amongst its ranks to fill the portfolios needed. And principals are also familiar with ‘needs must’ determining all kinds of decisions that are less than optimal.
Still, becoming the solution to numerous school activities and developments is not an approach that principals should seek to emulate if they are to grow the people around them. So, again, it’s that careful balancing act of being involved but not over-involved that’s required.
Also in the news, Minister of Justice Kiri Allan was accused of being too tough on her staff, including yelling and screaming at them. (Allan has denied this and there are no formal complaints). It serves to remind that for principals there are many interpersonal hazards, especially after the impact Covid has had on staff expectations and on mental health.
Dealing with serious concerns about staff is typically a long game where principals do very well if they can objectively take advice and pursue suitable employment processes. Some principals struggle to contain their frustration, others live in fear of personal grievance and are reluctant to take any action. In many cases, principals also have to deal with the attitudes of other staff who for legal reasons are unable to be informed of the whole picture.
Auckland Mayor Wayne Brown raises yet another problem – poor communications. For principals, this often means staff or Board chair only hearing about things at the same time they have gone to the community. As in most organisations, the general expectation should be ‘no surprises’.
Finally, there was Wellington Mayor Tori Whanau getting a little too inebriated in public (whether or not she actually said, ‘Do you know who I am?’). Principals also need to recognise their positioning and to be careful about consuming alcohol in particular settings. Probably, with schools and children involved, even more so than the Mayor of Wellington.
Raising all of these cases of politicians making mistakes might seem judgemental or even a matter of taking pleasure from the misfortune of others, but for me it’s been more in the spirit that ‘to err is human.’ Leadership roles in education also have numerous fish hooks, so principals might as well learn from the mistakes of other public figures who end up making headlines for the wrong reasons.