A warning about the head teacher title

In the world of education, titles can often be misleading. This is the story of my journey as a “Head Teacher” in a foreign country, a position that turned out to be far from what the title promised. I share this tale to caution others about the potential pitfalls of such roles, especially when the true responsibilities and authority are not aligned with the expectations set by the title.

The illusion of authority

When I accepted the role of Head Teacher, I was brimming with enthusiasm and innovative ideas. My goal was to improve the educational experience for the students by implementing a new behavior policy, establishing consistent rules, linking parents through ClassDojo, and reducing the number of tests to allow for more effective learning and conversation practice. Unfortunately, these aspirations quickly hit a brick wall.

From the outset, it was clear that the existing power structures were deeply entrenched. Despite my title, I discovered that my ability to influence or implement changes was virtually nonexistent. Key decisions and communications were handled by others, and my role was reduced to merely keeping things running smoothly to ensure the agency’s contract renewal each year. This realization was disheartening, as it became apparent that the quality of education was secondary to maintaining the status quo.

Blocked at every turn

My efforts to introduce beneficial changes were consistently blocked. Proposals to simplify and reduce the number of tests were dismissed, even though the excessive testing left little room for necessary conversational practice, which is crucial at the primary level. The agency's fear of losing their lucrative contract prevented any real suggestions for improvement. Eventually, I was explicitly told not to speak to the board of directors and was banned from sharing my thoughts and suggestions for improvements.

Priorities misplaced

One of the most frustrating aspects of the role was the school's misplaced priorities. It became clear that the institution cared more about finger scanning in and out and being present in an office between classes than addressing the quality of teaching or attempting to solve any of the school's serious issues. This obsession with appearances over substance was a significant barrier to implementing meaningful changes that would benefit the students.

Lack of real responsibility

Despite my extensive experience in various educational settings, I was not entrusted with the typical responsibilities of a Head Teacher. Instead, I found myself in a role that should have been titled “Lead Foreign Teacher.” The actual head teacher responsibilities were either unassigned or handled by other staff members. This included briefing teachers, curriculum design, teacher training, quality control, and establishing a discipline culture.

For instance, a colleague frequently briefed and organized teachers without consulting me. My attempts to introduce a school-wide discipline plan were ignored, and I was barred from discussing curriculum changes or training initiatives. The lack of authority was frustrating, especially when preventable incidents, such as a student getting injured due to poor supervision, underscored the need for the changes I was proposing.

A call for transparency

My experience highlights the need for transparency in job titles and responsibilities. Potential candidates should be fully aware of what a role entails and whether they will truly have the authority to effect change. Schools and agencies must ensure that job titles accurately reflect the duties and level of responsibility associated with the position.

Personal and professional impacts

The lack of real authority and the inability to contribute meaningfully to the school's improvement took a toll on my professional satisfaction and personal well-being. I decided to resign and focus on building my own online English school, where I could implement my methodologies and curriculum without resistance. Additionally, visa stability issues and a lack of compassion regarding my health concerns further influenced my decision.

Final thoughts

This experience serves as a cautionary tale for educators considering similar roles. It’s essential to thoroughly investigate the actual responsibilities and authority of a position before accepting it. Don’t be swayed by impressive titles if the role doesn’t offer the opportunity to make a meaningful impact.

For those in leadership positions within educational institutions, it’s crucial to create environments where real improvements can be made, prioritizing the quality of education over contractual and bureaucratic considerations. Only then can we hope to create schools that truly serve the best interests of the students.

In conclusion, if you find yourself in a position where you cannot effect change or feel valued, it may be time to move on and find or create an environment where your contributions can truly make a difference.

This article reflects my journey and serves as a reminder that titles can be deceiving. Always seek clarity and ensure that the roles you take on align with your professional goals and values.