القيادة المدرسية بين عدالة التكليف وإنصاف التقييم

Behind the success of every school are the efforts of its administrative staff, who bear multiple responsibilities to ensure the stability and regularity of work. However, these efforts can sometimes turn into accumulated burdens that lack fairness, and school work environments vary depending on their leadership. Some are based on partnership and equity, while others burden administrators with random tasks that exceed their competencies.

The problem is not the abundance of work but rather its poor management. The suffering of administrators increases when some school leaders fail to contain problems and find solutions, shifting their burdens onto them as if they were substitutes for shortcomings in planning and management. The situation worsens when leadership reduces its role to issuing orders, looks down on employees, or uses performance evaluation as a means to pressure them whenever they demand their rights or express their opinions. Additionally, limiting outstanding performance to a small number of employees or rotating outstanding performance among them each year without considering competence and achievement undermines the fairness and credibility of evaluations.

Therefore, we hope that the Ministry of Education will consider clearly defining the tasks of the administrative staff, ensuring fairness in the distribution of burdens and objectivity in performance evaluation, and not limiting excellence to one or two employees while leaving ten others, half of whom may be more outstanding. This should be accompanied by the development of some modern school leaders and enhancing their administrative skills.