The vulnerability of charisma, magnetic personality

Tshwarelo Hosia | Monday February 5, 2024 06:02

It is also an established fact that a school thriving on the broad shoulders of strong leaders runs the risk of losing its spark. A tragedy often strikes upon the departure of the services of leaders who the Greek philosopher Plato might describe as philosopher kings. Indeed, many academically thriving public schools could be living dangerously on account of the link between their present academic prosperity and the leadership prowess of their philosopher kings or queens.

A philosopher king is the crème de la crème.

It means very rare breed of leaders endowed with superior intellectual abilities enabling them to achieve top-notch performance. One has in mind a number of yesteryear high achieving public schools, which unfortunately fizzled out as soon as their philosopher kings departed the scene. Archival records show that once upon time, properly governed institutions like Matshekge Hill Secondary School, Mater Spei College, Ledumang Senior Secondary School and Seepapitso Secondary School, to name a few, ruled the roost at one stage or another.

The one common denominator of the schools in question was that there was an intimate link between their academic success and the unique qualities of their leaders.

It would seem the highly talented leaders were clearly insulated from the vices and shortcomings, which usually plague their less endowed peers. Sadly, the once highflying schools have now become shadows of their former selves. There is a need to mount an investigation into why the success of such schools was short-lived.

A big and obvious lesson learnt through the experiences of the schools in question was that the destiny and future of a school couldn’t rest on the brilliance of the work and influence of one man.

While it was indeed both a blessing and privilege to have charismatic leaders manning the schools but an opportunity was lost to prepare for a sustainable future. Deliberate efforts should be made to replicate and multiply philosopher kings.

To prepare for a life of school beyond the philosopher king, there should be a deliberate scheme designed to immerse every member of staff into the vision of the leader to make it a collectively owned vision. There is a danger a school can dance into the tune of its leader simply out of reverence of its sitting school principal and embark on a go-slow when the leader leaves. There are also lessons that can be drawn from the prevailing scenario in schools.

Presently, there are a couple of public schools having a good run but their success should be subjected to scrutiny with a view to ensuring future sustainability. No high performing school culture should be allowed to fizzle out. It is important to manage carefully and thoughtfully the challenge of attrition especially at the apex. Staff movements for one reason or the other do take place.

This could be unsettling in terms of loss of depth and experience. Some schools are plagued by the challenge of an ageing management. When replacements are made, it is advisable to consider having a good mix of young and old blood. If enough care is not exercised, a school could find itself under the care of entirely new and sometimes inexperienced hands.

Where possible, attempts can be made to retain the services of very special and gifted leaders even after attaining the mandatory retirement age. This would give the system a breathing period to scout for a suitable and most appropriate replacement. Retirements and resignations do not only rock the apex.

There are very experienced and effective teachers in middle management and those sitting in the basement, who are leaving the teaching profession due to attainment of compulsory retirement age or quest for greener pastures. Schools should always get ready for attrition by replicating and multiplying leaders and their best teaching practices.

Running out of depth and experience can be avoided if a continuous programme of training is maintained to immerse the young blood into the professional culture of a school. It is a risky understating to throw young teachers into the deep end without sufficient grounding on best teaching practices.

Young teachers should never be allowed to go it alone. Rather they should work under the watchful eyes of identified mentors. Yes, a school can thrive under the care of its own philosopher king albeit temporarily. Sustaining a performing culture rests on multiplying talented leaders as opposed to overreliance on a one man’s show. In the final analysis, collective ownership of the entire process of school performance is sustainable.