Module 2

Lead Curriculum Implementation

and Enrichment

What Do You Already Know?

To find out how much you already know about the concepts discussed in this module, answer the
following questions.
1.

What is a curriculum?
It refers to the learning experiences of the pupils in the grade/year level in the different subject
areas.

2.

Label the boxes in the curriculum development model below. Choose from the following:

Educational Plan (Content and Instruction)

Extraneous Influences (Influences of Factors Outside the School)

Evaluation and Revision

Needs of Students, Society, and the Subject

Educational Philosophy

Needs of Students, Society

and the Subject

Evaluation and Revision

Educational Plan
(Content and Instruction)

3.

Educational Philosophy

Extraneous Influences
(Influences of the Factors
outside the School)

Enumerate the four basic tasks in curriculum leadership.

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4.

a.

Providing quality curriculum and its practical application to life

b.

Integrating and aligning curriculum

c.

Implementing efficiently and effectively the curriculum

d.

Regularly evaluating, enriching and updating the curriculum

Identify the three perspectives used to explain how and why certain implementation practices
are followed.

5.

Technical

Political and

Cultural

Differentiate between the laissez-faire approach and the authoritarian approach in curriculum
implementation
The laissez-faire approach is non-authoritarian leadership style. Leaders try to
give at least possible guidance to subordinates and try to achieve control through less
obvious means. Leaders who exercise the laissez-faire approach believe that people
excel when they are left alone to respond to their responsibilities in their own ways.
The authoritarian approach is used by managers who want or need to have full
power in decision-making. This style is often expressed by managers telling employees
specifically what to do and how to do it.

6.

Define enrichment curriculum.

The enrichment curriculum is a supplement curriculum. It consists of activities that serve to
enhance the important lessons contained in the mastery curriculum.

7.

Why is there a need for schools to have different curricula?

The geographic location of the schools, the different characteristics, needs and even the culture of
the pupils are the reasons why there is a need for different curricula. Therefore because of these
factors, there is a need to revise the curriculum to meet the needs of the pupils.

8.

Should it be recommended that a curriculum is developed solely by the school head without
consulting teachers and other groups in the community? Why or why not?
No. A curriculum is a product of the collaboration of the school head, teachers and parents. It must
answer the identified needs of the clientle in the subject area specified.

9.

A principal lets his teachers develop their school curriculum on their own. He/she merely gives
approval to their final output. Would you say that he/she exercised curriculum leadership?
Why or why not?
Yes, there is a need for the principal to be actively involved in the curriculum development process.
As an effective curriculum leader, he or she must see to it that quality education will be achieved.

10. Why is implementation a crucial activity in the cycle of planning and teaching a curriculum?
Curriculum implementation is the most crucial phase in planning and teaching the curriculum.
It is the actual delivery and evaluation of the usability and applicability of the curriculum. The

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proper delivery of such depends on the classroom instruction and related activities which will
carry the actual transmission of knowledge and skills to the pupils.

SELF RATING COMPETENCY CHECKLIST

COMPETENCY

I cannot
do this
yet.
(Novice)

I am
learning
how to do
this.
(Apprentice)

I can do
this but I
need to
learn more
and
improve.

I can do
this very
well.
(Expert)

(Practitione
r)

Pre

Post

Pre

Post

Pre

Post

Pre

Post

1. Define curriculum.

2. State the purpose of

developing a
curriculum.

3. Describe the
curriculum
development process.

4. Define curriculum
leadership.

5. Enumerate the
leadership roles and
functions of a school
head in the context
of curriculum
implementation.

6. Discuss the
challenges
curriculum leaders
face.

7. Define curriculum
implementation.

8. Discuss the
importance of
curriculum
implementation.

9. Cite two extreme

views on how a
curriculum is

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implemented.

10. Identify factors

that affect the
success of
curriculum
implementation.

11. Assess the process

of curriculum
implementation.

12. Discuss the three

basic domains for
gauging the
effectiveness of
curriculum
development.

13. Describe an
enrichment
curriculum.

14. Guide teachers in

preparing an
enrichment
curriculum.

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Let's Think About This

Get a copy of your schools Grade 1 curriculum. Answer the following questions:
1.

Why is the Grade 1 curriculum important?

The Grade I curriculum is important because it is the very basic foundation wherein pupils are
exposed to the learning experiences. Their first-hand experiences will pave the way for a very
fruitful exposure to school. It also serves as a guide to the teacher on what learning
experiences should be designed.

Who prepared the Grade 1 curriculum?

Curriculum experts in the Curriculum and Instruction Division of the Bureau of Elementary
Education designed the Eight-Week Curriculum and the RBEC for Grade I. However, the
teachers and school head have worked in collaboration to enrich and enhance the said
curriculum according to the needs of the pupils.

Are the subjects and topics appropriate for the learners? Why?
Yes, they are well-suited to the learning capabilities of the Grade I pupils. The competencies
contained therein are the prerequisite skills for the next grade level.

A curriculum is important because it identifies the subjects that need to be taught to and learned by
students and how these subjects are taught. The curriculum is often the result of collaborative efforts
between school administrators and teachers. The subjects and topics are said to be appropriate for the
learners when they are within their realm of knowledge and capacity.

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Let's Try This (Activity 1.1)

How is a curriculum developed in your country? Knowing the process of curriculum development in
your country may help you to be familiar with the process as practiced in your local setting. If you are
not yet familiar with this process, you may conduct a research or ask your colleagues about it.
Determine first who formulates the curriculum: your school, the school district, or the national
education office. You may then answer the guide questions on the next page to make your work more
organized.
1.

Who are the members of the original curriculum committee?

a.

b.

c.

d.

e.

2.

What happens to the first draft of the curriculum? Where is this brought and what is done to it
The first draft is presented to the district supervisors for approval and/or revision.

3.

Where does it go next?

The final draft is tried-out or piloted in selected schools.

4.

What is the final step before the curriculum is formally used in schools?

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The curriculum is evaluated and revised as necessary.
Discuss your answers with colleagues.

Let's Think About This

What can you say about the diagram on the previous page? Is it clear and comprehensive? Are you
convinced of the simplicity of Tylers curriculum development model?
The rationale for Tylers curriculum development model (Marsh, 1992) is shown below.

Contemporary
Society

Student

Subject
Specialist

Tentative General Objectives/Goals

Philosophy of
Education

Psychology of
Learning

Precise Instructional Objectives

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As you can see from the above diagram, Tylers model of curriculum development starts off or is
sourced from three areas:

The needs of the students

The needs of society

The demands of the subject/topic

These needs and demands form the basis for the creation of educational goals. Once these goals are
formulated, they are made to pass through screens to produce specific educational programs and
precise instructional objectives. In Tylers model, the screens are:
Philosophy of education
Psychology of learning
These screens make sure that the resulting educational objectives adhere to the schools chosen
education philosophy/ies. For example, if the school subscribes to the philosophy of active learning,
the learning objectives would consider the inclusion of learning activities that encourage student
participation. The psychology of learning determines how subjects or topics should be taught based on
the knowledge about how students learn.

What is your opinion of Tylers curriculum development model? Is it clear, logical and comprehensive?
Write your ideas on the space below.
I believe the Tylers curriculum development model is clear, logical and comprehensive. It is
based on its screens. It is also very simple that it can be visualized easily.

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Let's Try This (Activity 1.2)

Can you now name and explain the five components of Kellough and Kelloughs curriculum
development model?
1.

2.

3.

4.

5.

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Let's Study
Curriculum Development as Cyclical
Refer back to the diagram of Kellough and Kelloughs curriculum development model on page 19 and
study it. What do you notice about the developmental framework? Does it look like a continuous
process? How would you describe its structure? Write your ideas on the space below.
It is cyclical in nature and it is a continuous process. If it didnt turn out right based on the
evaluation, it will be revised accordingly.
Notice that based on Kellough and Kelloughs model, curriculum development begins with identifying
the needs of the students and society, and the demands of the subject or topic. This then moves on to
educational philosophy, then to outside factors or extraneous influences, and then to the educational
plan.
Although evaluation and revision is the last screen, the process does not end here. The model is a
cycle that shows the dynamic and continuously changing process of curriculum development. Even
after evaluation and revision, the process continues to evolve with the emergence of new ideas.

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Evaluation and revision may lead back to any of the four components depending on current concerns.
Hence, Kellough and Kelloughs model takes on the shape of a complete loop (a cycle) that is free to
go back to where it needs to.
As needs change, the process responds to the changes and thus has no outside bounds. The cyclic
structure of curriculum development allows it to respond to issues of the changing world. This
suggests that in order to be relevant, a periodic revision of the curriculum is expected based on
assessment or feedback.

Let's Try This (Activity 1.3)

Answer the following questions based on your knowledge about your own school.
1.

What are the three most pressing needs of your Grade 6 pupils?
Improve the mastery of the core subjects;
Develop higher-order thinking skills;
Develop independent thinking

2.

Explain your schools educational philosophy.

We want to develop excellent pupils who will be future leaders embodied with good moral
values, intellectual learners who are globally competitive, equipped with all the skills, attitudes
and knowledge gained from their learning environment.

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3.

Name three extraneous influences in your school that have to be considered in preparing your
curriculum.
Field trips, extra-curricular activities like sports and other competitions in the division, regional
and national level;
The school calendar, to avoid overlapping activities as much as possible;
Learning resources

4.

Based on your answer in number 1, what topics need to be taught and how?
Conduct remediation activities based on the identified least learned skills per grading periods.

Discuss your answers with your colleagues, co-learners, and Flexible Learning Tutor. Read on to find
out more about the kind of leadership needed in developing a curriculum.

Let's Try This (Activity 1.4)

Answer the questions below.
1.

Why was Principal Andrews initially discouraged in his administrative post at Rankin
Elementary School?

When Mr. Andrews was promoted as principal, he was assigned to a school with so many problems
and he didnt know how to solve all these problems. He wanted to take a lead and become
effective, but because of the pressing problems he discovered, these problems affected his work.
2.

What gave him the idea to create changes in the way lessons were taught at his school?

During summer, he attended workshops for principals about learning styles. It equipped him with
he knowledge on the different learning styles of students. Through this, his initiative to start the
change in his school had been greatly influenced.
3.

Would you call Mr. Andrews a curriculum leader? Why or why not?

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Yes, Mr. Andrews is a curriculum leader. He started the change in his school by adopting a new
curriculum based on his students needs and abilities. He lead the school in the successful
implementation of the new curriculum.

Let's Think About This

Did Mr. Andrews story make you think of taking similar actions to improve curriculum and instruction
in your school? Based on the story, what characteristics do you think instructional leaders must
possess to make them successful in their work?
Yes. Just like Mr. Andrews, an instructional leader must be open to change. He must be
sensitive to the needs of his students. He should be innovative and should be concerned with his own
professional growth. Knowing new or other options in designing curriculum, he must not be afraid to
try new things.

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Let's Think About This

Do you think you can fulfill the roles and functions of curriculum leadership? What areas do you think
you need to work on more?
Is it possible for you to regroup these roles and functions into four basic areas regardless of level? If
you could do so, what would the areas be?
Write your ideas on the space below.
Remediation activities for the slow learners and reinforcement activities for the fast learners
should be implemented. Teachers can use different instructional materials as aids in order to
implement these activities.

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Let's Try This (Activity 1.5)

Given the four major tasks of curriculum leadership, think of specific ways in which these tasks could
be manifested in your profession. Write your answers on the boxes provided.
Ensuring curriculum quality and applicability
1.

I can show this by taking into account the schools mission, vision and goals in curriculum
development.

2.

I can show this by regularly monitoring if the curriculum addresses the students learning
needs.

Integrating and aligning the curriculum

1.

I can show this by making sure that curricula between grade levels have smooth transitions.

2.

I can show this by making sure that the activities conducted in the classroom follow the
prescribed curriculum.

Implementing the curriculum effectively

1.

I can show this by providing teachers adequate information about the curriculum.

2.

I can show this by regularly monitoring the indicators of the success of the curriculum.

Regularly evaluating, enriching, and updating the curriculum

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1.

I can show this by scheduling regular curriculum evaluation.

2.

I can show this by guiding my teachers on how to formulate enrichment activities to enhance
the core curriculum.

3.

I can show this by initiating revision of outdated concepts and information.

Let's Try This (Activity 1.6)

Evaluate each situation that follows and determine if the described behavior of each school head
manifests curriculum leadership. Click on the box before each situation in which curriculum leadership
is manifested.

1. Mr. Dang Anh, a Vietnamese school director, conducts a

meeting with teachers, parents, and district officials to formulate
the schools vision of a quality curriculum.
2. Mrs. Cruz, a principal from the Philippines, studied the
curriculum for grade 1 pupils given to her by her division
superintendent. She developed a program of study unique to the
school setting and the students needs using the division
superintendents curriculum as basis.
3. School head Duc Thien from Cambodia decided not to develop
a learner-centered schedule for his school since the
superintendent announced that he might cancel his monitoring
visit.
4. A principal from Lao PDR carefully studied the curriculum
suggested by his district superintendent. He examined ways of
aligning this curriculum with that of his school.

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5. Mr. Prathikorn, a school head from Myanmar, regularly meets
his faculty to find out how he can help them in implementing the
schools curriculum.
6. Khun Sanjay, a principal from Thailand, decided not to do a
yearly curriculum evaluation as he did not have the time to do
so.

Let's Try This (Activity 1.7)

On the space below, write what you think are your own challenges in practicing curriculum leadership.
Make a list of possible problems that would limit you in achieving the role of curriculum leader.
Examine how each problem can affect your work. Discuss your answers with your co-learners and
Flexible Learning Tutor.
Extraneous influences such as overlapping of activities in the different levels;
Security of pupils and the school;
Shortage of textbooks;
Updated instructional materials which will make use of electronic devices and information
technology whenever necessary for classroom use;
Retraining of teachers to become computer literate to be globally competitive

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Let's Try This (Activity 1.8)

Given below are some cases where achieving curriculum leadership is limited by certain factors.
Identify these limiting factors by writing the specific challenge on the space provided below each case.
You may refer to the list given on the previous page for your answers.
1.

The curriculum does not provide opportunities for students to learn about computers or useful
skills of trade that are needed in the community.
Lack of resources that will provide the opportunities for students to hands-on experiences

2.

There is an inadequate number of teachers to implement the curriculum.

Some teachers are computer illiterate; and lack of teachers because most of the classes are
oversized or crowded.

3.

The principal is not supportive of the teachers.

There should be collaboration and cooperation to ensure effective implementation of
curriculum leadership.

4.

Principals are not encouraged to come up with their own innovations on how the curriculum is
adapted to their respective schools realities.
Proper motivation and monitoring must be given emphasis so that the principals will be
enthusiastic to lead their schools.

The answers are the following:

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1.

Curriculum design that is unresponsive to local needs.

2.

Lack of resources for proper implementation of curriculum content.

3.

Lack of organizational support.

4.

Lack of freedom and authority to exercise leadership role.

Are your answers similar?

How Much Have You Learned?

To find out how much you have learned from this lesson, try and answer the questions below.
1.

Identify the concept being described.

Curriculum

a. This refers to all educational experiences students go through in

school. It also refers to what students are expected to learn in the classroom and how the
lessons are taught.
Curriculum Leadership

b. This is the exercise of functions that enables the achievement of a

schools goal of providing quality education to learners.

2.

Using the Curriculum Development Model of Kellough & Kellough as your basis, identify the
specific component of the Curriculum Development Model being described.
Extraneous Influences

a. This component considers international, state, and local realities

that affect curriculum development and implementation.

Educational Philosophy

b. This component refers to the basic principles or theories followed in

laying down the subjects to be included in the curriculum and how they will be taught.
Needs

c. This component is focused on examining the concerns of students

and society as well as the specific requirements of the subject or topic to be taught.

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Evaluation & Revision

d. This component is focused on continuous monitoring and

assessment of the curriculum.

Educational Plan

e. This component basically covers the topics to be taught and how

these topics should be taught.

3.

Enumerate the four basic tasks in curriculum leadership.

a. Ensuring curriculum quality and applicability
b. Integrating and aligning the curriculum
c. Implementing the curriculum effectively
d. Regularly evaluating, enriching, and updating the curriculum

4.

Answer these questions.

a.

A group of young enterprising education professionals who just graduated opened a

school for pre-schoolers. To hasten the schools start of operations, the group decided
to adopt the existing curriculum of a foreign school. Is this a wise decision? Why? Why
not?
No, because a good curriculum must be designed based on the needs of the pupils.
Adopting a curriculum must involve revision and modification based on the existing
situations, needs, and culture within the locality and also a collaborative effort among
the principal, teachers and parents.

b.

Why is philosophy of education needed as a screen in curriculum development?

It serves as a guide in creating/designing the curriculum and planning for activities
related to the achievement of its goals and objectives. This screens what methods,
techniques and strategies are possible to be employed to ensure quality of instruction
and attainment of objectives.

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Let's Try This (Activity 2.1)

Go back to Kellough and Kelloughs curriculum development model. Can you determine where
curriculum implementation takes place? Place a star on the approximate area where it is expected to
be located. Why did you choose this area? What does it tell you about curriculum implementation?
Write your answers to these questions on the space below.
In the Kelloughs and Kelloughs curriculum development model, implementation takes place
under the education plan phase which includes the content and instruction. After carefully planning
and drafting the curriculum based on educational philosophy, and considering the extraneous
influences that may affect the implementation of such curriculum, the actual implementation falls on
this stage. The delivery of instruction in each of the subject areas for the students to learn leads to
evaluation and further revision of the curriculum.

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Let's Think About This

Imagine that you are a teacher tasked by your school head to implement a new curriculum. What
would be your questions on the new curriculum? What would be your concerns? Write down at least 5
questions below.
Question 1: What benefits will I gain in learning these lessons/topics?
Question 2: What are the lessons/topics that I can use in my daily learnings?
Question 3: Will it give me the opportunity for my future occupation?
Question 4: Is it relevant to me as a person and a productive member of the society?
Question 5: How will this help me in my relationship with others and with God?
Read on to find out the answers to your questions.

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Let's Read
Preliminaries to Curriculum Implementation
Teachers naturally would have a lot of questions on how to use a new curriculum. As experts in handson application of a curriculum, teachers can tell if they feel comfortable using a particular approach or
material in teaching students. It naturally takes time before teachers become competent and confident
in using a new curriculum. Here are some common questions that teachers ask when faced with a new
curriculum:
1.

Why are we changing to a new curriculum?

2.

How is this different from the old one?

3.

How will I implement the new curriculum?

4.

Will I be able to use the new curriculum effectively?

5.

Are we going to be trained on how to use this?

6.

Who can provide me with assistance if I encounter a problem?

7.

Are there support materials for me to use, and are they readily available?

What do all these questions tell you? Have you ever experienced curriculum change in the course of
your work? How did you prepare teachers for this change? What were some of the things you did?
What worked? What didnt? Write your ideas on the space below or in your learning journal.
These questions pertain to the stage prior to curriculum implementation. Yes, whenever we
wanted to incorporate remediation in the delivery of instruction, it is in a way implementing a
supplementary curriculum. It may be a practice which is not new to them but they are still familiarized
with the content or coverage of the remedial instruction curriculum particularly in Math and Reading
instruction. For most of the time, it worked, because the framework is very simple drills were used
most of the time and hey have been doing this for some time in other subjects as well.

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Let's Try This (Activity 2.2)

When teachers have already mastered the new curriculum, what happens? Have you mastered the
curriculum of any grade/year level before? How well did you do as a teacher implementing that
curriculum?
When teachers have already mastered the new curriculum and are already implementing it as a
matter of routine, the use of the curriculum becomes spontaneous and natural. This is called the stage
of curricular institutionalization. This stage refers to the period when the new curriculum has been
effectively ingrained into the schools daily functions. All teachers are implementing the prescribed
curriculum.
How do you know if there is already curricular institutionalization in your school? Write down your
answers on the blanks provided.

Curricular institutionalization is manifested in many ways.

1.

Teachers are already at ease and have mastered the topics/lessons.

2.

Teachers are very confident with the delivery of the specific tasks to the pupils.

3.

Lesser consultation with the principal in the implementation of the curriculum is noted.

4.

There will be the same curriculum for a length of years.

Compare your answers, then you may proceed to the next topic.

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Let's Try This (Activity 2.3)

Do you think one of the two extreme views presented is realistic? Given the spectrum below, select a
spot (whether tending towards laissez-faire or authoritarian) which you think is practical to use in
implementing a school curriculum.

Laissez-faire

Authoritarian

Explain your answer.

The best leadership style is to complement one with the other. Teachers need to be directed by
authority through a memorandum to follow a curriculum. The school head has to look into the teaching
practices of teachers to see to it that they are directed toward the attainment of the objectives.
At times the principal has to let the teachers employ their own creativity and resourcefulness
because they know well their pupils. The trust and belief that the teachers are well-versed with the
learning objectives and how best to attain these, and that they will do their best to achieve such
objectives can greatly influence the teachers to be more committed and dedicated in the attainment of
the goals of the curriculum.
If you chose the middle ground, you chose well. This means that you allow your teachers some degree
of flexibility in curriculum modification such as when there is a need to localize to suit community
conditions. It also means you have control over the way the curriculum is implemented.

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Let's Study
Curriculum Implementation Perspectives
Every school head aims to successfully implement a curriculum. However, there are many factors that
affect curriculum implementation. House (1979, as cited in Marsh, 1992) identified three perspectives
to explain how and why certain implementation practices are followed: technical, political, and
cultural.
The technical perspective considers the impact of planning and availability of resources in program
implementation. For example, a biology teacher wants to teach the parts of a cell but cannot do so
effectively because her school does not have microscopes for this purpose.
The political perspective considers the balance of power that determines the success of a
curriculum. For example, the curriculum developed by
a school head is not implemented by teachers who question the school
heads authority.
The cultural perspective puts emphasis on the beliefs and ways of behaving in a society that
ultimately affect what happens inside the classroom. For example, a biology teacher who wants to
teach the use of a microscope also plans to have her students dissect frogs to familiarize them with a
frogs actual anatomical structure. However, the schools parents-teachers association does not
support such plan because the group feels that this activity is cruel and against their religion.
The three perspectives may help you analyze why implementation sometimes fails and may as well
help you identify ways to address problems with regard to curriculum implementation.
Try to recall a challenge you have encountered in the past in implementing your schools curriculum.
Which among the three perspectives help explain why the problem occurred? If you were to encounter
the challenge again, how should you address it based on the curriculum implementation perspective?
Write your answers on the space below.

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Let's Try This (Activity 2.4)

Below are some situations that show unsuccessful curriculum implementation. Tell whether the
situation presents a technical, political, or cultural problem. Write your answer on the blank.
A field trip was postponed because of problems with the
peace and order situation in the proposed site.
1.

2.

3.

4.

5.

6.

A lesson on technology cannot be adequately

implemented because the school lacks computers.
Teachers implement the old curriculum prescribed by the
schools former principal because they think that their
new schoo head is incompetent.
An English teacher was asked to substitute for a
chemistry teacher who got sick. When the English
teacher took over, she could not teach the subject as
effectively as the chemistry teacher.
Parents requested the school to add German language
lessons and folk songs and dances.
The school ran out of chalk because of late delivery from
the district office.

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Let's Try This (Activity 2.5)

Choose three (3) items from Fullans list of factors that affect curriculum implementation. Think of
ways by which each of the factors can affect the success of a curriculums implementation in a
classroom setting. Write your ideas on the spaces below.
1.
2.
3.

Inadequacy of training can lead to incompetency of teachers especially on modern

technology. Teaching must go with the times and with the present technology.
The commitment and dedication of the school head will make the school operation run
smoothly.
The government has a great role in providing the adequacy of physical facilities in the
school such as repairs, buildings and supplies.

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Let's Try This (Activity 2.6)

Review Parsons list of factors you have just studied. Focus on each entry.
For every item on the list, think of ways by which these factors can help you implement your
curriculum successfully. As an example, let us take the fifth factor (sharing of burden in the
workplace). Do you agree that this is an important factor? Why? Why not? What will happen if
teachers do not work well with one another? In what ways can it lead to implementation failure?
If teachers do not cooperate with one another, problems arise. For example, if your school has only
one microscope, the teachers that need it for their classes must work together and come up with a
schedule on the use of such equipment. Having a system in using school equipment ensures that the
lesson is taught effectively.
Do the same with the other items. Factors 1 and 5 have been done for you as examples. You may
discuss your views on each factor with your Flexible Learning Tutor and/or with anyone studying the
same module.

Factors

Ways Factors Can Lead to Curriculum Implementation

Success/Failure

1. The need for time

If you as a school head will not spend time to explain to your stakeholders
the curriculum in order to get their support, you will encounter difficulties
in implementing your curriculum.

2. A technology for
change

If the school head does not utilize technology in improving school

operations and instruction, the school may not be able to keep up with the
call of the times.

3. Recognition of the
school culture

If the school head and the teachers will not recognize the present situation,
they may not be able to adapt and identify ways of solving pressing

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concerns

4. Incentives and
rewards

If teachers are not given the incentives that they deserve, they might not
perform well.

5. Sharing of burden
in the workplace

If teachers do not cooperate with one another, problems arise. For

example, if your school has only one microscope, the teachers that need it
for their classes must work together and come up with a schedule on the
use of such equipment. Having a system in using school equipment
ensures that the lesson is taught effectively.

6. Releasing of
energy for innovation

If the school head and teachers will not welcome innovations, then the
school will stay in the rut of old-fashioned practices.

7. A collaborative
framework

If the school head, teachers, parents and community stakeholders will not
work together, success in any endeavour is not possible.

8. Leadership

If the school head does not exercise sound leadership, he or she may not
get the results he or she intends to have. He or she must be capable of
coordinating the efforts of all.

9. Recognition of the
system-level culture

If the school head is not aware of overall policies, they may not be able to
formulate their plan of action in line with the vision and mission of the
school.

10. The need for

political perspective

If the school head and the teachers are not visible with stakeholders, they
may not be able to gain their support.

11. The need to win

allies

Without the support of others in an area or within schools, the school head
and teachers may not be able to establish links.

12. Recognition of the

role of individuals

Each school head and teachers charisma and commitment is essential in

keeping a harmonious relationship within the school and between the
school and the community.