Introduction
Effective faculty school management needs educational leaders who thrive in performing the organizational goals of their specific faculties, using the leadership skills such as planning, organizing, directing, staffing, controlling, and decision-making. Containment and selfishness in school faculty are two critical aspects that must be addressed to ensure faculty continuity in attaining its goals of providing quality learning to students. This essay discusses the assessment of faculty’s containment by identifying learners’ mental problems, learning habits, time management skills, and selfishness assessment through psycho-technical tests, interviews, and seminars.
How Might an Educational Leader Assess “Containment” as a Characteristic of the Faculty?
Containment is a powerful concept during student development that provides practical support to learners via their emotional distress awareness. Inclusive faculty struggles to provide qualitative education to all learners and leads to the shaping of a comprehensive society, fighting discriminatory attitudes, addressing individuals’ needs, and establishing welcoming communities (Royal, 2018). As a result, educational leaders must evaluate containment as a faculty feature. First, an educational leader should identify underlying mental health problems among learners. They should become familiar with pre-existing mental issues with the students and understand how and when to direct students to faculty resources if needed (Luthar & Zillmer, 2022). For instance, they should be quick in identifying mood disturbances which is one of the mental health conditions among students.
Common mental issues among students that may necessitate practical support include depression, anxiety, suicidal intent and ideation, eating disorders, and substance misuse (Carballo et al., 2021). Educational leaders must watch these signs of mental health problems among students to evaluate containment as an attribute of the faculty. If these signs are prevalent, it implies that faculty has to adopt containment measures to alleviate the mental health conditions among learners.
Also, educational leaders should study students’ learning habits and time management skills. Lack of positive motivation toward learning and poor time management skills could indicate an underlying condition among students negatively affecting their school performance (Carballo et al., 2021). Usually, emotion affects learning among students. For instance, anxiety is both a causal mechanism and an impact of school failure. Thus, learners will show poor performance since they are anxious, and as a result, their performance elevates anxiety leading to poor learning habits and poor time management competencies (Royal, 2018). Consequently, educational leaders should monitor learning habits and time management skills and promote robust learning techniques and a growth mindset among learners to motivate students to improve if they deviate from the normal ones.
How Might a Faculty Member Assess Selfishness?
Selfishness refers to a scenario where individuals attempt to advance their interests to the extent of other individuals’ destruction with conscious behaviors. Also, such individuals manage and interpret the tasks around with egocentric thinking through the ignorance of others (Garnett et al., 2020). Thus, it can be said that selfishness destroys the school faculty and individuals, including students. Therefore, a faculty member must assess selfishness to prevent it from destroying the achievement of faculty goals in the long run.
First, a faculty member can evaluate the selfishness by involving other faculty members, including teachers, in psycho-technical tests and interviews to identify their ethical behavior levels. This will efficiently determine behaviors that will interfere with faculty harmony. For instance, educators’ values are mainly found in conservation and self-transcendence values (Doğan & Baloğlu, 2019). As a result, the interviews and psycho-technical tests are designed in a way that aims to understand the level of conservation and self-transcendence values among faculty members to identify any possibility of selfishness. Also, a faculty member can use the Portrait Value Questionnaire (PVQ-RR) (Barni et al., 2019) to collect data measuring particular values entailing the four higher-order values among faculty members. The data gathered will depict the personal values of faculty individuals, including selfishness.
Secondly, the faculty member should offer various seminars to other faculty staff and compare the outcome before and after the seminar sessions. For example, the faculty outcomes and goal attainments can be used as metrics to identify personal values, including selfishness among members. Improved faculty results and goals achievements after seminars could indicate that faculty members have aligned their interests towards the faculty rather than focusing on theirs (Garnett et al., 2020). The goal attainment and results improvement are attributed to harmony among all members towards a common educational objective (Doğan & Baloğlu, 2019). Conversely, a lack of unified interest toward faculty harms both the individuals and the faculty, interfering with its primary goal of providing quality education to learners.
Conclusion
Leadership is an integral element in faculty management where respect and loyalty are attained via merit. Faculty are increasingly using various approaches, including assessment and evaluation of teachers, education systems, students, and faculty leaders, as mechanisms to understand the operation of their tasks. Faculty containment and selfishness are two emerging issues in educational faculties that must be addressed to ensure student learning continuity. Mental health problems are a pressing issue among students that must be contained to guarantee that they continue with their learning in school. Therefore, an educational leader should constantly check students’ mental states to quickly identify the best time to refer them to the faculty facilities for assistance. Also, educational leaders should focus on studying learning habits and time management skills among learners to understand how to contain them in the classrooms. Concerning selfishness, faculty members should be assessed through psycho-technical tests and interviews, along with the Portrait Value Questionnaire, to determine their traits that can depict selfishness in the faculty affecting the attainment of goals.
References
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Carballo, R., Cotán, A., & Spinola-Elias, Y. (2021). An inclusive pedagogy in arts and humanities university classrooms: What faculty members do. Arts and Humanities in Higher Education, 20(1), 21-41. Web.
Doğan, O., Üniversitesi, A., Ahi, N. B., Üniversitesi, E., & Baloğlu, N. (2019). Toxic leadership: A quantitative analysis based on the opinions of vocational school students. Researchgate.Net, 10, 669–680. Web.
Garnett, B., Moore, M., Kidde, J., Ballysingh, T. A., Kervick, C. T., Bedinger, L., Smith, L. C., & Sparks, H. (2020). Needs and readiness assessments for implementing school-wide restorative practices. Improving Schools, 23(1), 21–32. Web.
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Royal, K. D. (2018). Using “educational handoffs” to improve curricular integration and overcome faculty disconnectedness. Journal of Contemporary Medical Education, 7(1), 10-12. Web.