This paper critically examines reasons that may account for the attitudes of teachers, with relevant examples from the Ghanaian educational context. Good leaders are different from good managers in that good leaders know how to give up control, even when they are tempted to do everything themselves; often it is much better for the organization when leaders delegate authority. The outward look of delegation would seem to be offloading yourself some workloads to subordinates, but delegation could be used as a dynamic tool to help subordinates realize their potentials, mentor subordinates, and introduce them to certain leadership roles to prepare their mind, heart and hands for possible leadership roles. Delegation takes place in almost all disciplines, and education is not exempted. In early childhood centres, some teachers are appointed to do specific activities for the head of the school. However, some teachers, sometimes, feel reluctant to accept responsibilities delegated to them by the heads of their schools.
UNIVERSITY OF EDUCATION, WINNEBA
FACULTY OF EDUCATIONAL STUDIES
DEPARTMENT OF EARLY CHILDHOOD EDUCATION
Delegation could be used as a dynamic tool to help staff realize their potentials. However, some teachers, sometimes, feel reluctant to accept responsibilities delegated to them by the heads of their schools. With relevant examples from the Ghanaian educational context, reasons that may account for the attitudes of such teachers are discussed
ANTHONY WOODE-ESHUN
Introduction
Good leaders are different than good managers in that good leaders know how to give up control, even when they are tempted to do everything themselves; often it is much better for the organization when leaders delegate authority (Marti, 2006). The outward look of delegation would seem to be offloading yourself some workloads to subordinates but delegation could be used as a dynamic tool to help subordinates realize their potentials, mentor subordinates, and introduce them to certain leadership roles so as to prepare their mind, heart and hands for possible leadership roles. Delegation takes place in almost all disciplines and education is not exempted. In early childhood centres, some teachers are appointed to do specific activities for the head of the school. However, some teachers, sometimes, feel reluctant to accept responsibilities delegated to them by the heads of their schools. With relevant examples from the Ghanaian educational context, reasons that may account for the attitudes of such teachers will be critically examined.
Concept of Delegation
Wilson (2010), defined delegation as the process by which managers use to transfer formal authority from one position to another within an organization and, thus, to put authority system they have designed into place. From this perspective, delegation becomes a prescriptive framework for managers, rather than a commonplace denotation. However, in this paper, delegation will be defined as a process which involves persons in authority off burden their selves from some workloads to be given to other subordinates for execution. Clarification of questions regarding the exact nature of the task, deadlines, relationship to larger projects, resources, and timing of updates is important to the successful delegation process (Urbaniak, 2005).
Delegation is a key to get subordinates and peers working collectively towards goals as it results in more cost-effective solutions (Hunter, 2008). Delegation is a critical factor in helping anyone become a leader (Lemberg, 2008). It also helps subordinates to realize and nurture certain potentials of which they might not be aware of. In the case of educational institutions, specifically early childhood education settings, heads of schools often appoint some staff members to assume roles in the school. Some are tasked to coordinate transport systems, others school fees and other finances, others sports, others school meals etc. However, some reasons make teachers feel reluctant in accepting responsibilities delegated to them by their heads. The following are some discussed reasons;
1. Lack of experience: One of the reasons a teacher will feel reluctant in accepting a responsibility delegated to him/her is when the teacher lacks experience with that particular responsibility. Each responsibility delegated comes with its own job description and expectations, but if one does not know his or her way out, such responsibility will be rejected on the grounds that “I have no experience”. A typical example would be, a teacher with no financial background asked to help in the preparation of a school’s budget for the next speech and prize giving. Such individual has no or limited knowledge in the format a budget takes and the general rules in writing a budget. A teacher like this will reluctantly reject such delegated responsibility.
2. Inadequate provision of motivation: Motivation is pivotal for team leaders because it is what makes others want to put real effort into what they do. Motivation comes in numerous forms, could be some words of encouragement, positive feedbacks, bonuses, promotions, gifts, and many more. As a head of an educational centre, you should be able to provide motivation for your staff because it goes a long way in building their morale. In a case where a teacher completes a delegated responsibility and is not appreciated with simple gestures by the head, he/she will not be in the best place to accept other responsibilities. For example, when teachers are not shown appreciation with simple phrases like; thank you, well done, great job, good work, not to talk of bonuses and promotions, when they complete delegated tasks, they will not go ahead to avail themselves for other responsibilities since they have realized the head is not appreciative enough to recognize their efforts.
3. Inadequate resources: Each delegated task or responsibility comes with its own resources needed to accomplish the given task. When there is inadequacy or absence of such resources it makes such responsibilities difficult and hectic to accomplish in the given time. This makes it unattractive for teachers to accept such delegated responsibilities. For instance, with the issue of secretarial services, if a teacher is appointed as the schools’ secretary but the school lacks resources like, printer, photocopier machines, computer, printing papers, etc, it will definitely make the duty not a comfortable one. He or she would have to move in and out the school to type, print, make copies of documents needed and it will distort some other responsibilities. To avoid the stress associated, teachers will reluctantly reject such delegated responsibilities.
4. To avoid possible failure and criticism: Naturally, there are people who have inferiority complex. These people see themselves to have limited capacity to new challenges which will be found in delegated responsibilities. There is the constant fear of messing up and this is because they find it difficult believing in themselves. To avoid possible failure which will lead to criticism from school heads and other colleagues, they tend to express unwillingness in accepting delegated responsibilities. An example is, in an educational institution, a teacher who feels insecure and fears to be criticized will not take up a delegated responsibility to take a sick child to the hospital. Possible questions such teacher will ask him/herself is, what if the illness worsens, what if something bad happens on our way going, what if I am blamed for anything that happens after, what will be of me? To avoid all these possible failures and criticisms, the teacher will not accept such delegated responsibility.
5. Lack of cordial relations: When there is lack of cordial relations between heads and teachers, there is a hindrance in the process of delegation of responsibilities. When relationships between heads and teachers are hostile it hampers communication and coordination and no one will like to work with a head that does not have a welcoming, friendly or a cheerful attitude. An example is working with a head whose attitude is not accommodating, this attitude will make teachers not engage in any form of communication with such head and likewise the head would not be much of a communicator with this attitude. Teachers will reject any responsibility which require them being in constant contact with the head.
Conclusion
In this paper, the reasons for which teachers sometimes feel reluctant in accepting delegated responsibilities were critically examined with relevant examples.
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- Anthony Woode-Eshun (Autor:in), 2021, Delegation in the Educational Context of Ghana, München, GRIN Verlag, https://www.grin.com/document/1153670
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