A great principal who makes any school the best.
20 Traits of School Principals Discovered by a Global Authority on School Leadership

A representative book by Professor Todd Whitaker, a world-renowned authority on educational leadership and the author of over 50 books that have deeply inspired teachers around the world.
Since its first publication in 2002, it has undergone constant revisions and expansions and has remained an Amazon bestseller for 20 years.

The author, who provides consulting services to dozens of schools each year, cites the presence of an excellent principal as the most crucial factor in determining a school's success or failure.
This book summarizes 20 differences between good and bad principals that he discovered through research, consulting, and his experience as a teacher and principal.


Every school has its own characteristics, and every principal's experience is different, so every principal has his or her own unique characteristics.
However, the great principals the author met shared several common characteristics.
This is not about academic qualifications, certifications, or specialized knowledge.
Great principals differ significantly from average principals in their perspectives and attitudes toward teachers, students, parents, the school board, and the community.
Their perspectives and attitudes can bring about a change in the atmosphere in a short period of time and serve as a driving force for positive change.

The content of this book is organized through three paths that I experienced.
First, I've participated in numerous studies over the years, which have allowed me to meet both effective and less effective principals in the schools I've visited and to learn what they do differently.
Second, I provide consulting to dozens of schools every year.
We observed the performance of these schools and met with principals, teachers, students, and administrative staff to gain insight into what practices lead to success.
The third path is very personal, stemming from the core values ​​that have guided my success as a principal.

---From the "Preface"

There is not much difference in the way a good principal and a bad principal view themselves.
If you ask people to describe their main strengths and biggest weaknesses, the lists are largely the same.
Teachers, on the other hand, describe good and bad principals very differently.
Comparing teachers' views with principals' self-perceptions reveals only one point of agreement.
These are the strengths and weaknesses of a great principal.
A great principal is acutely aware of how teachers view their strengths and weaknesses.
Most ordinary principals lack this awareness.

---From “Chapter 3: The Importance of Correct Self-Awareness”

If principals were more vigilant about preventing unnecessary bad news from spreading, schools would become much more productive places.
If a principal, who's been called to a Board of Education meeting and hurled a tirade about academic achievement, returns to school and a teacher asks, "How was the Board of Education meeting?" How would a good principal respond? "It was fine."
“How are you doing these days, teacher? How are you?” he would reply.
While efforts to improve academic achievement should continue, we must always be cautious about thoughtless words and actions that raise widespread concerns.

---From "Chapter 6: Becoming a Filter for School"

Principals should understand the importance of social connections and encourage new teachers to associate with positive and capable colleagues whenever possible.
People in negative groups are not only always active in attracting people to their side, but are actually quite good at it.
Principals must pay special attention to ensure that new teachers are not drawn into negative groups.
It's a good idea to ask teachers in the positive group to frequently invite new teachers, check them out, and even have them sit close to you in meetings.
A new teacher's school life can be very difficult if they don't find positive colleagues.

---From “Chapter 9: How to Keep New Teachers Energized”

The same goes for competent principals.
They know that effective change depends on them.
With purpose, planning, and persistence, you can create change in a surprisingly short time.
Anyone who says it will take at least five years to change the culture of a classroom, school, or school district is either admitting they have never worked with the right people or that they don't have the skills to do so.
Instead of admitting their incompetence, they may wish that the task were impossible.
What kind of principals blame the teachers' union, the government, and parents for problems at school?
---From "Chapter 10 Leaders Who Lead Change"

There are principals who focus on and work with average or low-level teachers, no matter what.
When asked why, great teachers say, “It’s because it’ll be okay anyway.”
This is undoubtedly true.
Of course, these outstanding talents will do well on their own and do better than anyone else.
The class atmosphere and relationships with students and colleagues will also be maintained excellently.
I won't show any disappointment or regret.
But we have to pay a greater cost.
It is precisely at school that they lose their voice.
Principals must be concerned about ensuring that the influence of excellent teachers extends to their grades, departments, and the entire school.
We must not neglect the dedication of our most precious teachers by focusing on the wrong ones.

---From “Chapter 14: Think of a Great Teacher as Your Standard”

When a teacher crosses the line, you may wait for another teacher to step in and stop them.
Maybe once or twice someone will be able to stop him.
But that bad guy will soon find someone else to harass.
Just as homeroom teachers must intervene to stop inappropriate behavior among students, principals must effectively defuse negative atmospheres among teachers within the school.
This is something that the principal must do.
Principals should correct their behavior, or if that is not possible, consider whether they are truly essential to the organization.

---From Chapter 19, “Dealing with Negative and Incompetent Teachers”