Who's the best principal you ever worked for? And why do you say so? Ask this question of educators from the classroom to the superintendent's office and the common denominator answer is quite consistent: he or she cared. Cared about what? Content? Pedagogy? Test scores? Well sure, those are a given. But in this case, the principal cared about them. They felt a connection with this principal ... that they were more than just a supervisor. He or she made a difference in their day, much in the same way they made a difference in their students' day. It's all about the relationship.
This is significant, because in the current issue of Educational Leadership, the role of the principal is examined from a variety of perspectives, and one thing is clear: the duties, expectations, and pressures have changed and increased over time. As EL editor Marge Scherer notes in her opening remarks for the issue, the skills of the principal are often compared to those of a mayor. The size of the town or city in question may change, but the common skills are the same. So I ask you, when you think of the greatest mayors we still remember, what is that common attribute that makes them stand out? Financial expertise? Law and order background? Political finesse? No. It's their ability connect to their constituents and make them feel valued and validated. That they really matter and are an important factor in getting the job done.
Daniel Goleman termed this ability emotional intelligence: self-aware interaction with others that validates their
