by Dr Mushtaq Rather
Administrations must respect and accommodate the genuine concerns of School Management Development Committee members in the decision-making process. In turn, the community must reciprocate by embracing ownership of these schools.
The successful evolution of an educational institution is deeply influenced by the proactive role of its head. All major policy documents—such as the National Education Policy 2020 (NEP 2020) and the National Curriculum Framework for School Education 2023 (NCF 2023)—lay considerable emphasis on institutional leadership. The role of the Head of the Institution (HOI) is pivotal in transforming a school into a vibrant centre of learning, provided they utilise their administrative acumen to lead by example and set a standard for their colleagues to follow.
NEP 2020 identifies collaboration as a central competency, a defining skill that both educators and modern learners must adopt. Teachers must actively cultivate an environment conducive to learning, where leadership and teamwork are embedded into the daily experience of school life. Yet how can such values be instilled in students when educators themselves lack the cohesion and appreciation necessary to support one another? Educators must first work in harmony and build coordinated systems within their circles; only then can they expect students to acquire these essential twenty-first-century skills. Individual effort is insufficient. The HOI must act as the nerve centre, managing the human resources at its disposal with vision and purpose.
In recent years, the government has channelled significant capital resources into upgrading infrastructure in public educational institutions. This includes the provision of additional accommodation, the establishment of Information and Communication Technology (ICT) labs, Atal Tinkering Labs for experiential and hands-on innovation, the setting up of PM SHRI schools, and the introduction of vocational labs such as those for health and information technology. Budgetary allocations to the education sector have steadily increased. Despite this, many government-run institutions, though equipped with diverse facilities, have yet to reach their full potential. This points to a systemic leadership crisis at the institutional level—one that must be urgently addressed if these schools are to be transformed into thriving learning centres.
The success story of Muneera Mushtaq Shah offers a compelling example of transformative leadership. She has served as Head of the Institution in various schools across Anantnag, recently retiring after over three decades of service to the education department. Her career is worth highlighting for the sheer impact of her leadership, which has shaped the destinies of countless schools and inspired a generation of educators to leave a lasting mark on their students.
Her efforts in executing academic policies at the grassroots level were tireless. She faced every challenge as an opportunity and devised multipronged strategies to overcome them. A true leader, she was both respected and accepted by her colleagues. Her success stemmed from the strong, cordial bonds she cultivated with her staff—an essential ingredient in the making of any successful leader.
Rigidity and a dictatorial approach, particularly within an educational institution, rarely yield the desired outcomes. The Head of the Institution must embrace every staff member, remaining open and accommodating to diverse viewpoints, and consciously avoiding a one-person show. It is through diversity that an institution evolves along multiple trajectories. Muneera Mushtaq Shah exemplified these traits, effortlessly bringing every staff member on board, which in turn established her as an undisputed and successful team leader. She became, quite literally, the engine of change.
Her innovative leadership saw a consistent rise in student enrolment. At one of her postings, the kindergarten section alone witnessed a surge to over ninety students—an achievement that secured the trust and faith of both parents and the wider community. She introduced a culture of accountability within the institution, enforcing punctuality among teachers, ensuring the preparation and implementation of lesson plans, monitoring classroom activities, and maintaining a warm rapport with students. She engaged actively with parents, particularly mothers, through regular parent-teacher and mother-teacher meetings.
One of the core issues plaguing government-run schools is the lack of public ownership. There exists an alarming apathy towards the well-being of these institutions, with communities often reluctant to assume responsibility for their development. A serious disconnect persists between schools and the societies they serve. Both the school administration and the community must share the blame. Administrations must respect and accommodate the genuine concerns of School Management Development Committee members in the decision-making process. In turn, the community must reciprocate by embracing ownership of these schools.
What set Muneera Mushtaq Shah apart as an inspirational team leader was her finely tuned social engagement strategy. She extended respect to individuals from all walks of life and involved them meaningfully in decisions concerning the institution’s development. This inclusive approach elevated the institution’s standing in the public eye. Her far-sighted vision and administrative acumen emerged as a silver lining. Despite the challenges, her distinctive working style deserves to be emulated by other heads of institutions seeking to transform their schools into flourishing centres of learning.
To this end, the education department should make leadership training mandatory for all heads of institutions, equipping them with contemporary skills in educational administration. Such initiatives would go a long way in ensuring that academic policies are implemented at the grassroots level in their true spirit.
(The author is an educator from Mattan, Anantnag. His expertise focuses on education reform and innovative pedagogy. Views are personal.)
