A school should be a community of mutual respect and shared purpose, where educators are valued as professionals. However, a recent, troubling trend sees some school administrations adopting policies that feel less like leadership and more like control.

Mandating that teachers must personally report their arrival and departure to the head, or enforcing strict, daily greetings under the guise of “protocol,” crosses a line. Such measures are not effective management; they are a form of micromanagement that undermines professional autonomy.

One email sent by a head of school stated the following; 

“Dear teachers

Please note that you are expected to be present at assembly every day. 

I also appreciate it when you tell me good morning on arrival and good afternoon at dismissal.  This is not only correct etiquette but also good practice so that I know that you are about exit the building.   I need to know who is on the premises at all times, primarily as a health and safety issue and correct protocol.  

Regards” 

Teachers are dedicated adults, not students who need to be monitored in such a manner. This approach fosters an atmosphere of distrust and infantilization, which is detrimental to staff morale. When educators feel they are not trusted to be in their classrooms or to manage their own comings and goings, it damages the very foundation of respect necessary for a thriving learning environment.

True leadership inspires and empowers. It builds a team through collaboration and trust, not through autocratic decrees and forced etiquette. A school’s priority should be to support its teachers, so they can focus on what they do best: educating and inspiring our children. Anything less is a disservice to the entire educational community.