The Role of the Language School’s Principals in Academic Achievements

This study examined how and to whom principals distributed the management of teaching and learning in language schools. Various qualitative research methods and approaches were used to collect relevant information .Questionnaires and structured interviews were used to collect the relevant data from Principals, deputies and students. Mostly in general it was found that participants thought principals could improve school effectiveness most by engaging in activities that develop a good climate and ensure appropriate resources are available for instruction. One of the most consistent findings from studies of effective school leadership is that authority to lead need not be located in the person of the leader but can be dispersed within the school between and among people.  The real challenge facing most schools is no longer how to improve but, more importantly, how to sustain improvement. Achieving academic excellence requires that the school Principal work collaboratively to direct and nurture all members of the school staff hired by the Board of Directors and to communicate effectively with parents. Inherent in the position are the responsibilities for scheduling, curriculum development, extracurricular activities, personnel management, emergency procedures, and facility operations. The process of completing this study has left the researcher with a great respect for the all-encompassing role of the principal.