Page 49 - ALR2018 Handbook

Leadership for Teacher Learning in Singapore Primary Schools

Hairon Salleh

The school principal is typically the most influential and thus powerful position in the school
organization, and rightly so by virtue of the authority and resources that are given by school
governing boards and the state. Their influence on teachers’ teaching and students’ learning
can therefore be significant. However, although their influence on student learning is second

only to classroom teaching (Leithwoord, Day, Sammons, Harris & Hopkins, 2006), their
indirect effects on student learning can be highly pervasive and encompassing. For example,
school principals can have significant influence over the design of physical and virtual learning
spaces to support rich student learning experiences. They can also significant influence the
overall school culture and ethos which have significant impact on the aspirations and
motivations of key stakeholders for student achievement. They do play a critical role in the
development of staff members in terms of their personal and professional development in
the teaching domain. Their indirect influence on student learning via the development of
teachers’ teaching competences is apparently salient due to the direct impact that teachers
have on their students’ learning. Notwithstanding the salience of these roles, school
principals are now faced with new demands (e.g., increasing accountability processes;
widening networks, collaborations and partnership; improving communications with parents
to satisfying their growing demands and expectations; and addressing disruptions on a daily
basis), which compel them to relinquish these roles to other staff members in school such as
middle leaders or teacher leaders. The indirect influence on teaching and learning has
become more indirect. The growing interest and value in distributed leadership over the
years is therefore understandable. Nevertheless, their involvement in teacher learning in
general is still essential – albeit more indirect and lesser in quantitative terms. This paper
seeks to present how school principals can positively support the development of teacher
learning in the context Singapore primary schools.

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