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Illustration of School managers labelled ‘grass cutters,’ ‘crooks’

Empowering School Managers: From “Grass Cutters” to Game Changers?

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At a recent conference in Nausori, the president of the School Management Association of Fiji, Govind Singh, expressed his disappointment over the perceived lack of respect and recognition for school managers, who have often been dismissed derogatorily as mere “grass cutters” and labeled as “crooks.” Singh highlighted the ongoing frustrations members face as they feel increasingly marginalized and sidelined in decision-making processes within the educational landscape they have helped to establish.

He emphasized the inadequate empowerment of school management teams, noting that they have not been granted a meaningful voice or influence in the institutions they oversee. Singh criticized the “stepmotherly” treatment that management committees have endured, marking a significant disconnect between school managers and their local communities. Despite changes in government, he pointed out that negative perceptions persist, leaving managers unjustly portrayed as untrustworthy, particularly in managing funding.

Over the last decade, Singh stated that school managers have not independently funded the development of infrastructure, such as new classrooms, underscoring a dire need for resources and support. He argued that while managers are sometimes invited to contribute to strategic planning, they have not been sufficiently empowered to implement changes or improve their schools effectively.

Singh reiterated the association’s commitment to professionalize school leadership, enhancing the contributions of managers in the educational system. He acknowledged the association’s historical role in ensuring that management committees operated efficiently and advocated for their interests, particularly in negotiating resources and resolving conflicts within schools.

In light of the challenges faced, Singh called for vital adjustments and discussions at the conference regarding the responsibilities and representation of school management. It is clear that a revitalized approach is necessary to ensure that school managers are not only acknowledged but also equipped with the tools and authority they need to foster positive change within the education system.

This situation reflects a broader trend seen in many educational systems where management roles are often undervalued. However, with continued advocacy and support, there is hope for a more collaborative approach that empowers school managers to lead effectively, ultimately benefiting the schools and communities they serve. The discussions at the conference could pave the way for necessary reforms that prioritize the voices and needs of those at the helm of educational institutions.


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