Related Literature

Related literature

This policy is for the Catholic elementary schools as the attempt to make the education gained in their school excellent by equipping their teaching force. Teachers in Christian School are not board passers therefore are not necessarily well-trained for the job. In this case, in-service training of ill-prepared sectarian school teachers must be enhanced by the principal even by employing strong authoritarian leadership.

A study conducted by C.G. Caldwell was on the impact of church-supported schools on the church, and was published in the internet (www.truthmagazine.com) The study bared that for obvious reasons, Christian is America have valued education and have wanted their children to take advantage of opportunities to better prepare themselves through going to school. When time has come for these Christians to send their children away from home for education, they have been especially sensitive to the humanistic threats posed by teachers in state-supported schools or in private schools operated by agnostic or downright atheistic non-Christians.

Christian believers would prefer that their children be taught natural sciences, languages, mathematics, social sciences, fine arts and behavioral sciences by teachers who are Christians. And at the same time, their children are preferred to be taught the application of God's word to these disciplines and to other great issues of life.

Though the study is in American context, the researcher believes that this is a universal preference of the Christians- that their children be taught by Christian teachers in Christian schools managed and administered by Christian educational leaders. Because of this finding, It appears that leadership in Christian schools is a more sensitive and demanding position compared to other private schools and state-supported school In a study entitled "Empowering Teachers: what successful Principals Do? conducted by Jo and Joseph Blae (www.nsdc.org/library), shows that collegiality instead of control is one thing teachers appreciate in a leader. In their study, 809 teachers An open-ended questionnaire was used to describe the characteristics of their principals (strategies, behavior, attitude, and goals) that influence their classroom instruction. The study reveals what teachers define as the characteristics of effective leaders, paving the way for professional development to help leaders become more effective.

The findings of the study gave five important principles. Avoid restrictive and intimidating approaches to teachers, as well as approaches that elicit "dog and pony shows" based on narrow definition of teaching. Administrative control must give way to collegiality. Believe in teacher choice and discretion. Teachers are not criticized or forced to teach in limited ways. Integrate collaboration, peer coaching, inquiry, collegial study groups, and

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