Series 4: STRATEGIC LEADERSHIP

7 THINGS THAT WOULD IMPROVE WELFARE OF PRIVATE SCHOOL TEACHERS


Having no leader is danger but having a bad leader is torment.

Essence of leadership can not ever be over-emphasized. When a people have the right leadership, it implies that there is proper provision for needs in sight, protection is assured, direction becomes a phenomenon,  projection for a better collective future is certain. It further connotes ease of progress and prosperity for all, purpose is defined for the collective existence and plans to achieve the common goals are set up and activated. In short, a lot of possibilities emerges when there is good leadership.

However, for so long a time, Teachers in private schools have been without leadership. Everyone is for himself or herself. It is the cause of all the symptoms (complaints) which private school teachers peddle about their job.

All the aforementioned attributes of leadership above remain a mirage as having men and women at helms of affairs in individual private schools is not the same as leadership in this context. So far, the persons who see to the affairs of Teachers in private schools are simply Managers. There is a huge difference between a leader and a manager.

Context-wise, the following distinguish one from the other.


MANAGER

1) Interested in teacher’s productivity or performance contributions to employer's vision.
2) Prioritises task/work above other things.
3) Maintains status quo (the way things are currently)
4) Thinks and plans just for a  few teachers in own school.
5) Cares for only a section of the whole spectrum of a teacher’s life



LEADER

1) Interested in the prosperity and well being of all teachers
2) Prioritises life above anything else
3) Challenges and changes status quo for an improved status- life & work.
4) Cares about the entire aspects of the life of teachers.
5) Thinks and plans in the general interest of all teachers.

Understand that there is need for leadership in the interest of the generality of Teachers in private schools. And it is this vacuum that this group is focused on in order to afford the concerned teachers an improved well being or welfare.

TEACHERS WELFARE SERIES 3: BE INVOLVED

7 THINGS THAT WOULD IMPROVE WELFARE OF PRIVATE SCHOOL TEACHERS

Status quo don't change just by complaining, and a vision without action is merely a dream.

To be involved is to actively participate  (participation + action) in the process of achieving the common goal- improved welfare system for private school teachers.

Being indifferent or passive about this initiative would only maintain the current status quo. So, active participation of every private school teacher in various ways would be required.

Remember that education is light and teachers are candle sticks that illuminate minds, so, the process of achieving the common dream (improved welfare) is devoid of violence, cynicism, physical, written and verbal attacks etc between the two parties (Private School Owners and Private School Teachers).
The ONLY weapon is the display of high intellectualism.


STEPS TO ACHIEVING THE COMMON DREAM

1) NEED ANALYSIS:
It is taking a critical and holistic view of all welfare issues or problems which private school teachers experience.
The objective is to identify all the causes of the welfare challenges. That is, why do you (teachers) complain?
I look forward to reading your comment on the causes or problems of poor welfare. It is a  demonstration of you being actively involved and committed to the change process.

2) NEED ARTICULATION
Having listed all the causes of the welfare problems as in point one above. Then, this phase requires breaking them  into definite or specific needs. As well as prioritising them according to the degree of importance and other factors.

3) ORGANISING
It is the planning process of an interface between private school owner(s) and private school teachers for an improved welfare system.

4) ENGAGEMENT
It is the phase of an actual meeting or dialogue between both parties as mentioned in point 3.

5) NEGOTIATION
A process in which both parties during an engagement session (point 4), list and argue on the articulated needs (terms) as well as make sacrifice or compromise on the demands of each of the parties for the purpose of reaching an agreement.

P.S: Don’t miss the next series. And invite colleagues (private school Teachers) to join the Facebook group; Private School Teachers Network. After the series comes the practical sides...

By Festus O. Odeyale

Series 2: STOP BUCK PASSING

Theme:   7 THINGS THAT WOULD IMPROVE WELFARE OF PRIVATE SCHOOL TEACHERS


Buck passing is the trading, shifting or apportionment of blame to a person or group of persons for the occurrence or existence of unpleasant conditions.

Teachers view and hold other stakeholders apart from themselves, liable and responsible for the poor welfare practices in the private sub-sector of education.

This belief has been the case for a very long time now but the fact remains that it has never resolved or improved the situation of welfare of private school teachers.

 Therefore, it is imperative to quit the old strategy which yields no desirable result. That is, stop buck passing. Stop blaming other stakeholders- school owners, government, parents… and the society at large. They are not the problem neither is the age long attitude the solution.

Teachers, it is time to focus on the real issues and do the needful.

TO DO:

*Define: Accept or reject that poor welfare for private school teachers exists.

*Analyse the problem objectively by taking into account the perspectives of all stakeholders.

*Identify definite causes of the problem from the analysis.

*Research on definite preventive and corrective  solutions to the identified causes of the problem.

P.S: Don’t miss the next series. And invite colleagues (private school Teachers) to join the Facebook group; Private School Teachers Network. After the series comes the practical sides...

Series 1: 7 THINGS THAT WOULD IMPROVE WELFARE OF PRIVATE SCHOOL TEACHERS

INTRODUCTION

What Is Welfare?
Simply defined as the provision of socio-economic assistance or support to Teachers for their comfort, benefit and promotion of total well-being.

It refers to general work or employment conditions and terms. Examples include medical etc.

PURPOSE:
*To provide better life and health.
*To make Teachers happy and satisfied.
*To keep morale... and motivation.
*To improve staff retention
*Relieve work stress or fatigue.
*Improve intellectual, cultural and living standard.

TYPES
Terms of employment or conditions of service usually contain two areas of welfare programmes.

(I) Statutory: Rights- compulsory and commanded by government. Example- payment of salary

(ii)Voluntary: Are privileges determined based on individual school objectives and other factors. Not compulsory.

INCENTIVES
Common examples of welfare programmes schools can practise or tinker with to meet above-stated purposes include:

a)Work hours
b)Work load
c)Work facilities
d)Promotional opportunities
e)Accommodation
f)Transportation
g)Career development
h)Special needs
i)Allowance
j)Savings scheme
k)Leave benefit
l)Others

School Owners or Management could review or create incentives on any of the above as it suits their goals.

Lack of good welfare for teachers is principally the chief reason for endless "Vacancy for Teachers".

Subsequent topics contain steps or actions to take for better or improved welfare of private school Teachers.

Don't miss out.

Join and invite other Teachers to join this facebook group- Private School Teachers Network.

7 THINGS THAT WOULD IMPROVE WELFARE OF PRIVATE SCHOOL TEACHERS

Preamble.
Understand that relationship between School-owners and Teachers is one that can not be broken as both parties can not exist without the other if there must be a formal system known as school. Therefore, both parties should see themselves as a team and foster a work relation that is mutual. This topic would be broached in series for maximum impact. It would also offer steps of action to take for an improvement in the quality of welfare of private school Teachers. Therefore, it's better to join the Facebook group (PRIVATE SCHOOL TEACHERS NETWORK) now in order not to miss any of the series...particularly if you are a Teacher in any private schools.

10 SURE THINGS THAT WOULD HAPPEN

When financially Weak and financially Strong private schools

or

When two or more financially Weak private schools

within same or different locations formally partner/merge/acquire the other, only one thing is lost- status of Sole-ownership.

But the following would result:

FOR CO-OWNERS

i)Increased population/enrollment
ii)Higher income for co-owners
iii)Shared/less burden of expenses
iv)Reduced/relaxed competition

FOR TEACHERS

v)Better salary & welfare
vi)Improved commitment & motivation

FOR LEARNERS

vii)Well-equipped school & standardised facilities
viii)Quality education & improved learning.

SOCIETY

ix)Well-educated people
x)Better skilled & employable people

Should Private Schools Partner/Merge?

THE 5 GENOTYPE OF TEACHER

Hey! Enough of just using any words. Hiring of Teachers is a serious exercise which requires sound intelligence not only about the process… but also the genotype of teachers you hire.

It is the summer season again when schools recruit teachers. Most of vacancy adverts which I have been seeing recently, strongly affirm the fact that many do not really know the kind of teacher they want to engage. They only speak english…

In the same vein, teachers also cannot properly profile and identify the class of teacher they belong to as individuals.

No surprise the different complaints about teachers as the problem is neither here nor there.

In fact, in spite of this glaring general shortcoming…, a good number of Educators still hold the view that they already know all about ‘teacher’ as a concept.

Well, don’t you revel too much on that view you ever have. Here is something fresh and new for you on classification of teacher. The terms and meanings are explained below.


1.TEACHER:
Is anyone who teaches without a valid certificate of formal training in education programmes or courses.


2. QUALIFIED TEACHER:
A holder of valid certificate of formal training in any education course or programme.


3. EXPERIENCED TEACHER:
Someone with or without a valid certificate of formal training in education course who can discharge teaching roles with little or no supervision based on developed capacity of high discretion over a reasonable years of practice.


4. EFFECTIVE TEACHER:
Register now for the Online Seminar (as attached) to discover Insights, Intrigues and Intricacies of Effective Teaching. Hurry, limited slots remaining!


5. _______ TEACHER:
The more reason you should register for the seminar now.


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MISCONCEPTION ABOUT EFFECTIVE TEACHING

Do You Know: That a Degree or Certificate in Education does not imply Effective Teaching? Register for the Seminar (as attached) to receive insights on the definite essential factors responsible for effective teaching. Slots limited. Reserve Yours Today! Click the seminar image or photo at the top left side of this blog page now.

SKILL IMPROVEMENT FOR TEACHERS

A FEW OF SEMINAR PHOTOS

EXCURSION: THE PLACE OF TRANSFORMATION

Despite the fear harboured by some of them, the important lessons at the site was that their curious minds were satisfied, made to explore, the ignorant became aware and more knowledgeable as a few of them had no idea how poultry eggs are produced, types of poultry birds, feeds... what cassava tubers, its plants' stems, leaves  and end products are or look like. They watched the special birds- Turkeys displayed their beauty, splendour as well as fought each other fiercely to the consternation of the Pupils, a sight which scared away most of the children.

In short, the children were exposed to all sections of the farmland including flock of Sheep, Goats, farm implement, personnel, different methods of fishery etc.

They became transformed at the farmland as they know better afterwards than before their visit to the site.

EBOOK: TOP MISTAKES TEACHERS MAKE

                
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The ebook ‘Top Mistakes Teachers Make’ (TMTM), is about some critical but subtle teaching mistakes that many teachers make. They are soft skills with insights on teaching and learning processes.

 The mistakes which number beyond thirty, border around teacher’s attitude, teaching approaches, communication, relationship… and classroom management. They’re ideas from the personal teaching experiences of the Author as an Educator.

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Do visit this site regularly for more updates.