https://docs.google.com/document/d/13eQF9VbCsNYQjhqxba0faaoEld3ojY_LBvGKT2H56Gs/edit?usp=sharing

3) Rational-Benefits To Be Derived
i. Teaching resources are an integral component of the learning process, which enhance pupils' learning and  can improve their academic performance significantly.
ii. An improvement in the pupils' academic performance can eradicate the school's stigma and improve its existing negative image.
iii. The use of learning resources and technology can aid in bridging the learning gap created by online engagement during the Covid-19 pandemic.
iv. Periodic training for teachers. Teachers will become more efficient, competent and confident in their delivery of their lessons to their charges.
v. The inclusion of these resources in the learning process, helps to develop the required skills and knowledge for pupils' career path, thereby assisting in a smooth transition into society. 
The use of these resources in the classroom, will transform the teaching and learning process. As a result, pupils will experience and feel a true sense of belonging.

 

An environment with stress, cliques, favoritism by principals and tension among staff can greatly affect a teacher’s performance at school. Unwillingness to participate in extra activities at school. This also impacts the students. 

 

 

How can a lack of collegiality affect teachers’ sense of belonging at school?

 

 

·        Work toward developing a fair, truthful and respectful work environment culture where teachers are free to express themselves respectfully without repercussions.

·        Confronting conflict early before it escalates.

·        Mediation when conflict arises. Use of professional services e.g EAP (Employee Assistance Programme)

·        Staff relationship building exercises

·        Problem/Suggestion box.

·         

•Include student representative(s) on the School-Based Management team.

•Conduct online surveys to garner students’ opinions when formulating policies.

•Allow students to plan school social activities that are geared primarily for student participation. Students have full autonomy ( Teachers will only intervene to vet the appropriateness of those plans where necessary).

•Include students in the school’s entourage when officials from any government departments visit. (On these visits students will be dressed in the school’s formal wear.)

In the final analysis, the guided principles to be followed throughout the school must be enforced throughout the school, but due care should be taken for the avoidance of them been perceived as principles that will merely result in punitive measures, but rather, they should deemed first and for most as measures to enkindle a sense of belongingness in each member of staff.

To encourage “Teamadre” in our schools, the principal can first invite a “Team Builder” speaker to conduct a session on “Team Building” with the members of staff in the first part of the academic school term. The principal can even allow staff members to plan and conduct “Team Building” Workshop sessions on a termly basis that would help to encourage team spirit, create a safe and comfortable working environment that facilitates opportunity for team collaboration and better communication. With this approach fewer or no cliques can be formed among our staff members.