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PRINCIPALS PERCEPTION OF TEACHERS AS FACILITATORS

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The realm of education is continuously undergoing transformative changes, redefining the roles and perceptions of both teachers and principals. The traditional authoritative stance of teachers has gradually given way to collaborative and student-centric methodologies, with the emergence of the concept of teachers as facilitators. This paradigm emphasizes educators guiding and supporting students in their learning journey, shifting from a mere information dissemination model. The perception of teachers as facilitators not only shapes the educational experience for students but also holds profound implications for school leadership dynamics. Principals, as pivotal figures in the educational ecosystem, play a crucial role in shaping and influencing the perception of teachers as facilitators. This essay delves into the intricate web of principals' perceptions regarding teachers as facilitators, examining contributing factors, their impact on school culture, and potential implications for educational outcomes.

The evolution of education in the 21st century is marked by a shift towards student-centered learning, and teachers are now seen as facilitators guiding students in actively constructing their knowledge. This transformation aligns with educational theories emphasizing student engagement, critical thinking, and lifelong learning skills (Dewey, 1916; Vygotsky, 1978). As teachers navigate this shift, their perception as facilitators is shaped by personal philosophies, pedagogical beliefs, and the broader educational context.

Principals, as administrative leaders, significantly influence the overall educational environment, and their perceptions of teachers as facilitators are shaped by various factors. These include their own educational philosophy, leadership style, and prevailing educational policies (Hargreaves & Fink, 2006). The tone set by principals permeates the entire school community, either fostering or hindering the implementation of student-centered teaching practices.

One key factor influencing principals' perceptions is the professional development opportunities provided to teachers. Schools recognizing the importance of facilitative teaching approaches invest in professional development programs to prepare educators for this shift (Inan & Lowther, 2010). Principals prioritizing such training are more likely to view their teachers as effective facilitators. Conversely, a lack of emphasis on facilitation skills training may lead to a misalignment between expectations and teachers' skills, impacting principals' perceptions (Guskey, 2002).

The school's culture and climate also play a pivotal role in shaping principals' perceptions of teachers. A culture valuing collaboration, innovation, and student engagement fosters a positive view of teachers as facilitators. Conversely, a culture emphasizing traditional methods and standardized testing may breed skepticism towards facilitative teaching. The organizational culture acts as a lens through which principals interpret and evaluate the effectiveness of facilitative teaching practices (Schein, 2010).

Moreover, societal expectations and pressures on education can influence principals' perceptions. In an era scrutinizing educational systems for global competitiveness, principals may feel compelled to prioritize certain teaching approaches. The pressure for measurable outcomes in standardized tests creates tension between facilitative teaching ideals and demands for

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