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University of Guyana
Individual Assignment ‘BOOSTING STAFF MORALE’
Name of Student
:
Lynda Jaundoo (USI # 1007737)
Name of Lecturer
:
Dr. Charmaine Bissessar
Course
:
Fundamentals of School Administration- 1 (EFN -5104)
Date of Submission
:
30/01/2021
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Part 1:
Determining Employee Staff Morale.
Question 1 and 2-
See Appendix A
Question 3-
Discuss the results and indicate some of strength and weaknesses in the
employee’s staff morale;
From the given questionnaire which was designed for 30 responses, under the category‘Mental Health’ - 15 responses indicated an excellent mental state, 13 responses indicated a poor
mental state and 02 responses were indeterminate.
Additionally, in the category of - ‘Enthusiasm/Confidence/Loyalty’: 20 responses agreed
that they are confident functioning in their environment, 9 responses claimed that they are
strongly dissatisfied and 1 response inconclusive on the feelings towards this category.
Further, in the category of- ‘Impact of School Leadership’- 20 responses indicated that
they are in agreement with the measures their leaders are putting into place during this period, 8
responses revealed disagreement, while 2 responses were indecisive.
Lastly, the category of ‘Emotional attachment’ - all responses indicated that participants
were extremely happy to be employed at their present school.
After the completion of the survey, it is noted that some teachers at Richard Ishmael
Secondary School Leaders stated concerns in relation to their ‘mental health’. Some teachers felt
a sense of discomfort with the arrangements that are in place for in-person and on-line teaching.
This sense of discomfort has extended to a feeling of endangerment. However, even though
teachers are of this opinion; the survey revealed that they are fully committed to their jobs. As
the survey showed, teachers are extremely satisfied with the new modality of learning. The
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researcher may be inclined to believe that “teachers are staying in their profession because of the
intrinsic rewards [gained]” (Johnson, 1986).
Question 4-
Using scholarly literature (3-5 peer reviewed articles) to plan a professional
development session on boosting employee morale.
As Guyana begins to take measures on the reopening of schools, teachers are more
concerned about dealing with the anxiety of students, staff members, parents and the constant
state of un-predictability of the Covid-19 pandemic. More so, teachers are disgruntled about the
physical environment, their mental health and the leadership strategies being implemented to
maintain a stable organization. These concerns have resulted in teachers experiencing mental
health issues, thus hindering them from functioning effectively. These mental health concerns
can be paralleled to some of the concerns in the article- “School Leadership as (Un) usual.
Insights from the Principal in Sweden During a Pandemic”. This article examined how
administrators set out to gain the trust of the community, parents and teachers as a leadership
approach, which was considered necessary for the formation of a stable organization, so that
“business [school] can be conducted as usual”.
Accordingly, administrators in Sweden utilized the distant solutions approach through
three sources of data: experiences from principals, media and a survey to keep their educational
system active. Administrators of Sweden concluded that there is need for principals’ to be
trained to deal with similar crises. Guyanese teachers’ have also been able to utilize the different
platforms of learning to continue teaching. Unlike Sweden, there is need for training for
administrators to deal with crises and even routine management in Guyana.
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I would boost the morale of my staff by finding solutions to ensure that they feel safe in
the physical environment; as they are the “the workforce that ensures the philosophy, mission
and values are essential to the success of the organization are achieved; as such, they should feel
a sense of satisfaction, since they are regarded as they “are the key managers of knowledge”
(Adunola. O. Oke; Vol. 7 No 2 S1). According to the Merriam-Webster Dictionary staff morale
is described as “the overall outlook, attitude, satisfaction and confidence that employees feel at
work” (Merriam- Webster Dictionary, 2012).
One leadership approach the researcher intends to apply is the “Servant Leadership”.
Servant Leadership “ensures that your team members have all the support, knowledge, skills and
resources that they need to do their job” (Larry C. Spears; 2005). Through this approach, it is my
hope to change the way teachers feel about their mental health and their school. As teacher’s
morale is “essentially important and potentially enhanced through practices of strong and caring
leaders” (Jennifer Blackburn, 2015).
Affording a safe infrastructure, satisfying and stimulating the basic needs of teachers are
“strategies for assuring the organization’s growth and the well-being of employees as well as
motivating them” (Robert K. Greenfield, 1970). Through collaborative efforts with my
management team, I would replenish teachers’ healthcare packages, through donations solicited
from the Parent Teachers Association, members of the community and other stakeholders. The
goal of this initiative is to make teachers’ feel a sense of safety in their environment, as well as
demonstrate the “power of the leader’s behavior, which is the key in creating good staff morale”
(Jennifer Blackburn, 2015). Hoy and Mickel posit “when a healthy school environment exists
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and teacher morale is high, teachers feel good about each other and they feel a sense of
accomplishment for their Jobs” (Hoy and Mickel, 1987).
Another approach the researcher intends to use to keep employees motivated and boost
their moral is to plan, host and encourage virtual social time. Teachers within my department
will decide upon a time that is convenient for this forum, as the sole objective is to encourage
staff to share ideas on how to develop one’s mental or physical health, interact, vent concerns
and share teaching strategies that would be effective for both teachers and students. Facilitating
virtual social time will indirectly provide counselling for teachers and can be paralleled to the
Talent-Centered Education Leadership approach used in the article- ‘Hold On Tight We are
Going Down A Rabbit Hole’ (P. Ayyildiz, 2020; pg-80). The Talent-Centered Education
Approach “encourages education leaders to be employee-centered in their human resource so
that leaders did not panic but instead became creative in managing and providing the necessary
academic and psychological guidance needed by both teachers and students” (P. Ayyildiz, 2020)
With the aid of existing technological infrastructure, learners were reached, parents formed
partnerships with educators and were reached by teachers and counsellors’ in Turkey. In
conclusion, the Talent- Centered Leadership Approach forces all managers to become critical
thinkers to resolve unexpected crises. This strategy will be effective in our Guyanese society; as
our leaders will become critical also.
The third strategy is to invite the Information Technology Head of Department of
Richard Ishmael Secondary School to do a development session for teachers in the areas of
online teaching and child protection in the online environment. Similarly, in the article- ‘What
Next? COVID-19 and Australian Catholic Schools Through a Leadership Lens’ implemented the
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“Sydney Catholic Leadership Framework” which saw the implementation of computers to all
students and teachers and conducted training for teachers in the areas of online teaching and
protection of children in the online environment. This training would equip teachers with the
necessary skills needed to conduct on-line teaching and at the same time, they are acquainted
with the rules governing child protection in the online environment. This new knowledge will
boost teachers’ mental health as they develop a sense of confidence to deliver the curriculum online.
Question 5-
Ensure that the session contains 3-5 strategies that can be
implemented (place structure of the workshop in the appendix).
Overview: Professional Development Plan
Type
Professional Development-
On the Job Training.
Definition
According to the Glossary of Professional Developmentprofessional development is “used in reference to a wide
variety of specialized training, formal education, or advanced
professional learning intended to help administrators, teachers,
and other educators improve their professional knowledge,
competence, skill, and effectiveness” (Great Schools
Partnership, 2013).
Related Concepts
Professional Development
Boosting Staff [teachers’] morale: Mental Health.
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Professional Development Plan
Date:
25/01/2021
Employee
Lynda Jaundoo- Graduate Senior Assistant Mistress
Current Job Title
Head of Department- English (ag)
Goals /Strategies
Boosting Employees’ Moral: Mental Health
1. Presentation by Mr. Dwayne Sealy (Ministry of Health
Official): (6-8 minutes)
Areas of Focus:
-Total review and factual data of the Covid-19 disease.
-Biological nature of the disease.
-Effects and Symptoms of the disease.
-Types of face masks/shields and its effectiveness.
2. Presentation by Mr. Blackman- District Education Officer
(Secondary): (6-8minutes)
Areas of Focus-
-Measures in place for the safety of teachers and students.
- Protocols for teachers: on-line learning and in-person.
-Availability of internet services and equipment for teachers and students.
3. Role- play: Ms. Ashley Forde (Student): (2-3minutes)
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Areas of Focus:
-Protocols of Covid-19
-Expectations and procedures to be followed if one contacts Covid-19.
Steps to be taken
Costs

Arrange the professional development session via Zoom platform

Invite guest presenter

Purchase of Hygiene materials

Safety paraphernalia and hygiene materials (gloves, masks, hand
sanitizers)- G$3000
Support Required
Resource personnel
Completion Date
11/01/2021
Question 6.
Justify your choice or strategy with the use of scholarly literature.
The act of inviting a resource person to inform teachers on the biological, physical and
psychological components of Covid- 19, presupposes that he /she is able to clearly communicate
the reason behind a problem/decision or action. Further, they should be able to give guidance and
be a role model of professional competence. The resource person is expected to be an expert
“who contributes information and opinions to participants in a learning situation” (Baltimore,
2004). This approach will be effective since teachers should feel comfortable in asking
questions, seeking guidance and advice.
The aim of the presentation of the District Education Officer (Secondary) was to allow
teachers to feel confident in the methods of safety presented by their leadership. Also, for
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teachers to be allowed to ask questions and raise concerns that affect their mental health. More
so, they would become aware of the present and future plans of the Ministry of Education. As, it
is the commitment of the Ministry of Education to work in collaboration with the Ministry of
Health to ensure that school are “regularly disinfected, safety paraphernalia and hygiene
materials are provided for both teachers and students, free of cost” (Ministry of EducationCovid-19 Update, 2020) would be highlighted.
Role play advances an effective approach to teaching and learning. This technique ought
to be effective, since it facilitates the presenter enacting a realistic situation. It will serve as a
hands-on experience for teachers; as they will be able to view the ‘safety measures’ from a
student’s perspective. The article- ‘Role Play: An approach to teaching and Learning’ posits that
role play is “a flexible teaching approach because it requires no special tools, technology or
environment” (Ian Glover, 2014).
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Appendix A-
Question 1-
Conduct a short interview (10-20 questions).
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References
(n.d.).
J. Fein and J. Ferreira. (1997). Coastal and marine Studies in Austraila: A Workshop Manuel for
Teachers- Conducting Effective Workshops. In Conducting Effective Workshops. Griffith
University and the Department of the Enviornment, Sport and Tertories .
abc, E. N. (2021). Schools: In -person learning during COVID pandemic is possible with the
right precautions, CDC researchers say. New York: Lauren Mascarenlas.
Carly Robson Gilchrist, Pamala Sawatzky, Amber Thompson. (2018-2019). Promising Pratices
for Meaningful Family Engagement. Research and Brochure, 46-52.
Cherry, K. (2020). The Democratic Style of Leadership. Very-Well Minded - Psychology, 22-30.
Cherry, K. (2020). The Democratic Style of Leadreship. Very Well-Minded: Psychology, 2-12.
Farah, A. I. (2013). Global Journal and Human Social Science Lingustic and Education. Double
Blind Peer Reviewed Internationl Research Journal, Vol 13. Issue 13- Version 1.0.
Gastil, J. (1994). Definition and Illustration of Democratic Leader. Human Relations Journals, 1.
Henry Tran, Suzy Hardie and Kathleen M.W. Cunningham. (2020). Leading With Empathy and
Humanity: Why Talent-Centered Education. Centre for Innovation in Higher Education,
ISEA Volume 48, 39-45.
John Hattie and Shirly Clarke. (2019). Visible Learning: Feedback New Book. New York:
Routledge Publishers.
John, G. (1994). What is Democratic/ Participative Leadership? How Collebrative Can Boost
Morale. Democratic Leadership-Participative Leadership, 1.
Jr., O. C. (2016). Servant Leadership as a Leadership Model/Style. JMSB1, Vol.1, Issue 1, 21-26.
L.Jibon Kumar Sharma and S.Keshorjit Singh. (2013). A Study on the Democratic Style Of
Leardership. Interaction Journal of Man and Information Technology: Vol 3, No. 2, 54.
Leading to Change, Changing to Lead. (1975). In Wayne.K.Hoy, Educational Administration
Theory Research and Pratice-Ninth Edition (p. 492). Ohio: The Mc Graw.Hill
Companies.
Mohamed Rejaul Karim, Kazi Naz mul Huda and Rehnuma Sultana Khan. (2012). Significanace
of Training and Post-Training Evaluation for Employees Effectiveness: An Empricial
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Study on Samburg's Supermarket Ltd. Uk. International Journal and Business
Management, Vol.7, No. 18, 16-40.
Northouse, P.G Leadership: Theory and Practice . (2015, March 12). Retrieved from Research
Gate: https://mbsdirect.vitalsource.com/#/books/97814833175401
Renfro, E. (2019, 01 08). Servant Leadership Measures in PK-12 Schools. Electronic Thesis and
Disseration, p. 01.
Renfro, E. (2019). Servant Leadership Measures in PK-2 Schools. Ekectronic Thesis and
Desserations- Student Works, 8-13.
Richards, D. D. (1995). Preparations For Workshops Tutorials. Adult Education Program
College of Arts and Sciences, 1-3.
Robson Gilchrist, Pamala Sawatzlcy and Amber Thompson. (2020). Promising Practices for
Meaningful Family Engagement . New York: Mc Powell Foundation.
Sapungan, M. a. (2016). Parental Envolvement in Child's Education. Sceintific Research - An
Acedemic Publisher, 14-28.
Spears, L. C. (1990-2007). Chapter and Servant Leadership:Ten Characteristics of Effective,
Caring Leaders. The Journal of Virtue Leadership, 25-30.
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Part 2-
Question 1.
Question 2.
Implementing a Professional Development Workshop.
Implement the Professional Development Workshop.
Ask Colleagues for feedback on the workshop.
After you would have attended the professional development session on- Boosting Teacher’s
Morale: Mental Health, you are required to fill out an online survey with the aim of informing
the researcher what was do well and what the researcher can do to improve the next session.
Instructions-
Kindly tick the appropriate box for the given options.
QUESTIONS
1. Did the talk make you more knowledgeable about COVID-19?
2. Are you convinced on the relevance of the mask and shield?
3. Were the demonstration on the use of these presentation measures
adequate?
4. Are you comfortable that you will be able to explain why the use of
masks and shields are required?
5. Are you confident that you will be able to have students’ carry out
hygiene measures?
YES
NO
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6. Were you familiar with the preparations of lectures for online tutoring
prior to this seminar/workshop?
7. Would you need more training to actually plan and implement an online lesson?
8. Do you have the necessary hardware to pursue on-line teaching?
9. Would you recommend this training to your colleagues?
Question 4-
Host a focus group and/or face-to-face zoom session with your colleagues to
determine how this experiment improved employees’ morale or did not improve
employee’s morale.
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After a period of 2 weeks, the questions in the section of ‘Employee’s Mental Health’ were reasked in a face-to face zoom session. Below is a sample of the questionnaire.
Instructions-
Tick the box for the most appropriate answer of your choice.
Questions-
Strongly Disagree
Agree
Neither Agree
or Disagree
Agree
Strongly
Agree
‘Employees Mental Health’
1. Are you comfortable with your school
during this COVID pandemic?
2. Are you comfortable with the
arrangements for school during this
period?
3. Are you considering withdrawing your
services until the situation is ideal?
4. Have you considered finding other work
that may be safer?
5. Do you still see teaching as your primary
vocation?
6. Do you still see this school in your longterm career plans?
Question 4 - Analysis of the Questionnaire.
Before the professional development session was executed, teachers’ expressed concerns on the
following
Lack of paraphernalia and hygiene materials.

Students’ adherence to social distancing.

Sanitation of staff rooms, classrooms, furniture and bathrooms.
After the implementation of the Professional Development Session, teachers’ professed that the
session was effective, since it was able to improve their self-confidence in the following areas:
They were able to express their concerns, which would have received suitable responses.

The school and administration needed to be reminded that ALL protocols could have
been adequately carried out with the support of stakeholders, community and parents.
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
There need to be in greater supply of additional resources (masks, sanitizers) which are
not part of the preparation for normal school.

The stakeholders- Ministry of Education and parents have pledged to provide those
materials needed for the safety and security of all teachers and students.
In conclusion, the professional development session gave teachers a forum to vent their
concerns which highlighted employees’ low morale specifically in the area of -Mental Health.
Responders were able to implement the suggested strategies over a given period of two weeks. They
provided feedback to the researcher in the form of an online survey. Further, teachers expressed
appreciation and made suggestions and highlighted areas of weakness of the session. Overall, the
session was very effective, since it proved that teachers’ now feel a sense of safety and security as
they will be provided professional training in online teaching and the safety materials needed to
function effectively.
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Part 3-
Question 1.
Personal Framework Reflection (PFR)
Reflect on the experience and how you have grown.
The researcher came to the realization that in every situation, there exist people that are
impossible to please. However, it is import for one to know how to handle criticisms. The
researcher should always accept constructive criticisms, as it will help to boost confidence,
develop self-esteem and acquire problem solving skills. Further, the researcher agrees that
“criticisms should be applied to your office and not personally; as criticism plays a critical part to
one’s success” (J. Lebedun, 1998).
The researcher’s performance ought to be reliable. There is need for the researcher to set
high standards of accomplishment that would stimulate teachers’ acceptance of new
responsibilities and changes. As an administrator is important to do your task fervently and with
an objective.
The researcher has accepted that this type of project would require higher levels of coordination, in order to enable desirable changes. The cost of change would be significant when
compared to normal activities for teachers. For this project to go further, advocacy is required,
so that the materials that are needed to effect the change, can be guaranteed by some means.
Question 2.
Discuss what leadership style you adopted for this experiment.
According to ‘Educational Administration Theory Research and Practice’- Leadership
style is determined by the motivational preference of the leader, the underlying needs structure
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that motivates behaviors in the interpersonal situation” (W. Hoy, 1975). Hence, the researcher
has adopted the eclectic approach of ‘Servant Leadership’ and ‘Democratic Leadership’ styles to
execute this assignment.
Robert Greenleaf describes –‘Servant Leadership’ in the manner that the “servant leaders
is servant first…it begins with a natural feeling that one wants to serve first. Then the conscious
choice brings one to aspire to Lead” (Greenleaf, 1991). The concept of Servant leadership has
gained the attention of a number of philosophers and has brought about important changes in the
thinking of leadership. However, the concept is debatable that - the leaders as servant is
historically related, since it is believed to be emerged from the bible. Although, the history of the
concept was not exercised and recognized by many in the past, today it is seen as a leadership
style adopted in numerous arenas of the business world. De Pree insisted that “Above all,
leadership is a position of servant-hood” (D. Pree, 1997, p. 220).
Additionally, Greenleaf specified that they are ten characteristics of a servant leadernamely: listening, empathy, healing, awareness, persuasion, foresight, conceptualization,
stewardship, commitment to the growth of people and building community. However, these
characteristics are deemed incomplete as awareness to the meaning and practice of this
leadership style is continuous. Further, Greenfield believes that these characteristics serve to
liaise the ability and guarantees that the theory it offers are for those who are challenged. In
conclusion, the main objective of the ‘Servant Leadership Style’ is to “ensure that your team
members have all the support, knowledge, skills and resources that they need to do their job”
(Larry C. Spears; 2005).
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On the other hand, the article- ‘A Definition and Illustration of Democratic Leadership’
posits that “Democratic Leadership or participative/shared leadership is a style of leadership in
which all members of the group take a more participative role in the decision-making process”
(K. Cherry, 2020). Hence, leaders who exhibit similar characteristics are often described as a
honest, fair, creative, intelligent and competent individuals (J. Gastil, 1994). However, although
this style of leadership places emphasis on leaders and staff, it is necessary for mutual respect to
be gained, since it requires the partnership of both leaders and people to achieve a common goal.
Democratic leaders are there to provide guidance and to allow all members to vent their
concerns. Not only do democratic leaders delegate powers to their members but they also lend
continuous support and motivation for challenging situations. Although in this leadership style,
“decision making is an impediment and can be deemed as time consuming, members
participation is said to enhance output” (Denhardt & Denhardt, 2003). However, the main aim of
this style of leadership is to ensure the vision of people becomes a reality. Simultaneously,
legitimate and successful organizations are produced. The credibility of this leadership style
allows members to exercise high moral values in most leadership situations. It is believed that
democratic leadership is deemed as “the most effective leadership style since leadership relates
with the increased follower productivity, satisfaction, involvement and commitment” (Hackman
and Johnson, 1996).
Question 3-
Provide a rational why this leadership style was the most beneficial for this
situation.
The researcher believes that for the successful completion of this assignment, it was
beneficial for two leadership approaches to be implemented: ‘Servant Leadership’ and
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‘Democratic leadership’. After the survey, the researcher decided to adapt the role of a ‘Servant
leader’; since, most of the responses pointed to employees experiencing mental health problems.
This approach was vital to ensure that all team members had all the support, knowledge, skills
and resources that was needed for them to function effectively. The researcher exemplified habits
of ethical and caring behavior among members which were deemed a valuable organizational
asset in the current education leadership environment and due to the challenges posed by COVID 19. Therefore, the researcher first became “the servant in order to serve”. With acts of
“empathy, persuasion, creativity, listening and commitment to employees”, the goal of boosting
employee’s –‘Mental Health’ was achieved. In conclusion, among the two leadership styles
adopted, ‘Servant Leader’ was the most effective, as the researcher had to put the [her]
subordinates first in an effort to empower them and build them up to achieve the best that they
possible could be” (P. Northouse, 2016).
Question 4-
Use 3-5 scholarly peer-reviewed articles to substantiate what you are saying.
The Servant Leadership approach was one of the more effective style that the researcher
embodied. In order to boost teachers’ morale- Mental Health, the researcher increased service to
subordinates by listening, becoming aware of the issues affecting them, exercising empathy,
commitment and developed a plan to alleviate the problem.
Likewise in the article- ‘Servant Leadership Measures in the PK-12 Schools’, the
servant-leadership approach was also used in a survey conducted in Tennessee. Particular
dimensions of this leadership style were examined namely: emotional healing, creating value for
the community, conceptual skills, empowerment, healing subordinates, grow and succeed,
putting subordinates first and ethical behavior. The aim of the survey compared the self- reported
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servant leadership scores of Directors of Schools to their facility members’ grades. It was also a
non-experimental quantitative approach to determine whether Directors of Schools shared the
same perceptions of the leadership approach as those teachers who worked within the school
district. After receiving feedback from a 28-item survey, it was revealed that Directors give high
scores to themselves for exhibiting servant leadership and the teachers in all of the district put
scores for the directors from moderate to high range for demonstrating characteristics of a
servant leadership. Overall, the survey conducted in Tennessee proved that principals possessed
ethical and morale characteristics that allowed them to serve as examples for themselves and
teachers within their school system. Hence, the survey conducted in Tennessee verified that both
leaders seemingly practiced attributes of a ‘servant leadership’. In Tennessee, this approach
“worked for the betterment of their followers while seeking to achieve the goals of the
organization” (Greenleaf, 1970). Likewise, in the researcher’s case, the survey “help[ed] others
accomplish shared objectives by facilitating individual development, empowerment, and
collective work that is consistent with the health [mental healing] and long-term welfare of
followers” (Greenleaf, 1970).
The researcher believes that the ‘Servant Leadership’ approach was also applied in the
article- ‘Leading with Empathy and Humanity: Why Talent-Centered Education’. Henry Tran’s
viewpoint was seen through the lens of Human Resource Management. This viewpoint was
filtered through the ‘Talent- Centered Education Leadership’ approach. The Talent-Centered
Education’ approach propelled administrators to examine how the organization treated and
communicated with staff during a pandemic. Based on the theory of TCEL and exemplary
practices from the field, the researcher believes that the support, leaders provided to teachers not
only included technological, content, and curriculum assistance, but mental health checks for
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school personnel who were anxious for themselves and their families, as well as their students’
and colleagues’ safety and well-being were addressed. In using a TCEL approach, leaders
supported their employees as they navigate and struggle with the uncertainty induced by the
crisis. Hence, the main aim of the TCEL approach was to “value and appreciate employees’
contributions and leave lasting impressions that persisted beyond the events” (H. Tran, 2020). In
the article -‘Servant Leadership Measures in the PK-12 Schools’, focus was also placed on
education leaders perceptions of themselves and the opinions of others towards them. Hence, the
researcher is inclined to believe that both administrators of different schools shared and
demonstrated perceptions of ‘Servant Leadership’.
In the article- ‘Educational Leadership Response to the COVID-19 Pandemic Crisis in
Nigeria’, the primary education system of Nigeria experienced a total shutdown. To address this
problem, it was proposed that school administrators adopt a Community-Based Education
Leadership (CBEL). This model involves school leaders, community leaders and collaborative
leaders addressing the issue of remote learning. As a response to the pandemic, Nigeria needed
the implementation of the CBEL model to stimulate strong participation of all stakeholders in
order for primary education to be delivered. The researcher believes that the Community-Based
Education Leadership is exemplar of the Democratic Leadership approach. The CBEL model
was created for the safety of students and teachers of Nigeria’s primary education sector.
Similarly, the democratic leadership approach seeks the participation of all members of the
community with roles in the decision- making process. Hence, this creative idea (CBEL model)
is a characteristic of Democratic leadership, one which “encourages participation in decision
making and democratic leadership relates with higher morale in most leadership situations”
(Anderson, 1959)
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In conclusion, the researcher believes that one leadership style was insufficient for the
completion of the task assigned. As such, an eclectic approach was applied. Both leadership
styles were appropriate to achieve the researcher’s goal- boost employees’ morale-mental health.
Question 5-
In hindsight indicate what you would have done differently and why.

Engage the head teacher in the professional development session; so that she
would become immediately aware of the additional resources required to
implement the measures required for improving a safe environment.

Obtain the District Education Officer’s (Secondary) commitment to support the
acquisition of resources needed to effect the change that is necessary.
It is necessary to consult all employees on health and safety measures in times of crises,
such as- COVID-19 pandemic. The head teacher and the Ministry of Education are deemed the
foundations that ensures the school runs effectively, therefore, there is need effective
communication with employees and students. The successfully conducted professional
development session provided the form of effective communication between teachers and
stakeholders., The researcher however believes that all teachers should be reminded of health
and safety measures, how risks can be controlled and training sessions that would aid in the
delivery of in-person and online learning.
Question 6-
What five (5) recommendations would you make to a new leader attempting
to conduct a similar session.
1. Conduct a pre-brief of all presenters that may be relevant to the original workshop. The
success of a workshop critically depends on the presenters, therefore it is advised that one should
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choose the speaker (s) who is most appropriate for each selected topic. In the text- Coastal and
Marine Studies in Australia: ‘A Workshop Manual for Teachers- Conducting Effective
workshops’, it is advised that “ideally, the speaker should be someone at the top of their field or
someone who possesses an in-depth knowledge of the particular area either academically or
professionally” (Griffith University, 1997). Choosing the most suitable presenter would ensure
that all aspects of planning is executed for the success of the session. The time and appropriate
selection of a particular presenter is critical, since he/she needs to consider all aspects of the
presentation such as -seating arrangement, style of presentation, methods of delivery and visual
aid intended to be used.
2. Allot time to ensure that the takeaways from the workshop can be properly identified. This
would enhance the utility of the workshop providing motivation to participants to enhance
downstream participation in the implementation of the project.
Post evaluation survey often provide meaningful feedback and is a critical part of any
training programme. According to the article- ‘Preparation and Workshops Tutorial’, post
evaluation survey gives attendees the opportunity “to evaluate the effectiveness of the various
aspects of the session, individual speaker’s topics, demonstrations as well as the overall
experience at the forum” (M. Karim, 2012). Hence, post-evaluation provides meaningful
feedback for improved learning and continued success of any organization.
3.
Immediate feedback is vital to evaluate the perceived needs of the participants.
According to the text- ‘Visible Learning: Feedback New Book, feedback is “related to actions or
information provided by an agent- (teacher/student/parent) regarding aspects of one’s
performance or understanding” (Hattie and Timperley, 2007). Feedback is therefore vital, as it
Jaundoo- 35
gives the researcher the opportunity to do an evaluation often useful as a means of improving
his/her organization of future interactions. The feedback received proved useful in the case of
this survey, since it revealed errors and misconceptions presented in the workshop. The
researcher therefore concluded that “feedback has a compelling influence on learning and it is
important to assist the researcher to reflect on their learning strategies, so that they can make
adjustments to make better progress in their learning” (J. Hattie, 2009)
4.
Encourage continuous communication among parents. The changes made will affect
students’. Therefore, there must be opportunities for administrators to communicate the purpose
for such changes. Communication between parents and teachers must be clear and direct,
especially in period of COVID-19. The article- ‘Promising Practices for meaningful Family
Engagement’ posits that “parents do not always reach out and have these one-on-one
conversations with teachers, but you are invited to, it’s a lot easier to then do it” (C. Robson,
2018-2019). Hence, there is need for strong collaboration between parents and school
administrators. Effective communication allows parents to take their place alongside
administrators which can result in a significant improvement in students’ performance both
physical and academically as well as ensuring the organization achieves its goals. The article‘Parental Involvement in Child’s Education’, posits that “administrators have to encourage
parents to get involved and make contributions towards helping the school achieve its missions
and goals” (Sapungan & Sapungan, 2014:45).
5.
There is need of support from the auxiliary staff. For example, there must be effective
communication between the administration and the auxiliary staff. The auxiliary staff must be
aware of the per-requisites for face-to-face learning. Support from auxiliary staff would ensure
Jaundoo- 36
that protocols of COVID-19 are enforced and effective. In the news broadcast- ‘Schools: Inperson learning during COVID-19 Pandemic is Possible with the Right Precautions’, it was
advised that staff were told to wear masks, social distance and limit time shared in indoor spaces
in the delivery of in-person learning” (CNN- L. Mascarenlas, 2021). The auxiliary staff
therefore needs to work in collaboration with an effective principal, so that the principal can
provide guidance and support to the auxiliary staff. This cooperative effort would ensure that the
environment is safe and healthy for all. According to ‘Global Journal and Human Social Science
Linguistics and Education, the role of the head teacher is to “lead the school in the right direction
and learn from other people; he or she follows planned steps and considers feedback from
external and internal sources of the school to make supporting modifications and necessary
changes” (A. Farah, 2013).
Jaundoo- 37
Section 2 and 3
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