Dear Editor,

Oftentimes when we talk about issues in our education system the focus is placed on student behaviour, parental involvement, or what the ministry is doing or not doing. These conversations matter. At the same time, there is another area that deserves more attention and is often harder to talk about: leadership within schools, particularly middle management.

Middle managers are promoted for different reasons. Some are promoted because they are excellent educators and fast learners. Others may be promoted through personal relationships or organisational politics. Regardless of how they arrive in these roles, they must be trained to lead, manage staff efficiently, and align themselves with the expectations of their positions. Without proper training and support, promotion becomes a step of failure, not only for the individual, but for those who depend on them.

Middle managers can make mistakes, but they must not consistently fail at core responsibilities. For example, when a middle manager is responsible for reviewing lesson plans and providing timely, effective feedback, delays or inaction can have real consequences. If lesson plans are not checked and feedback is not given, incorrect content can remain in classrooms for months before it is noticed. By the time the issue is identified, students have already been affected, and the damage is far harder to undo. This erodes their authority. General staff notice when oversight is inconsistent and question leadership of the school, wondering how someone who struggles with core responsibilities was placed in a role meant to guide others.

Additionally, when middle managers struggle with their core duties such as teaching effectively, managing deadlines, or meeting basic professional expectations, the impact extends beyond task completion. It sends a damaging message to those they are meant to lead. Respect weakens. The result is not just frustration, but disengagement: “If leadership does not take excellence seriously, why should I go above and beyond?”

How leaders relate to staff also matters. Speaking down to others, taking feedback personally, or allowing ego to guide interactions create tension and distrust. Leadership is not about proving control or authority, it is about guiding, supporting, and developing people through transformational leadership. When leadership fails in this way, tension forms in the workplace. Staff withdraw emotionally, morale declines, and people begin to do the bare minimum for the school. When teachers feel unsupported or discouraged, the quality of teaching and collaboration suffers, and students ultimately feel the effects.

This perspective does not suggest that leadership is the only factor affecting a school’s challenges. Many issues influence school performance, including ministry policy, broader systemic constraints, and the overall direction set by school leadership. No single leader can or should carry the blame for everything that goes wrong in a school. At the same time, middle managers form the backbone of an institution. Even when school leadership is not strong, a school can function more effectively when middle managers carry out their individual responsibilities well and coordinate their efforts in support of teachers.

It is important to note that effective middle management requires more than obedience to authority. Strong middle managers are not loyalists to any principal, vice-principal, or board chair. They lead in two directions: supporting those they manage while also speaking up to leadership when policies, decisions, or conditions negatively affect staff and students.

Strengthening, training, and empowering middle managers allow them to empower those below them. When teachers feel supported and well-led they are more likely to invest deeply in their classrooms and their students. While this will not solve every systemic issue in education, it is a meaningful place to start. By strengthening leadership where day-to-day practice is shaped, we create better conditions for teaching, learning, and long-term improvement in our schools.

T Kafash Thomas

teddensetkt@gmail.com