In an optimum learning environment, the school principal and a teacher-librarian (‘TL’) have a strong and supportive relationship. Both influence how successfully the other carries out their role and responsibilities to students and the school community.

According to a respondent quoted in the Softlink Survey (2017, p.12) three factors determine the success of a school library. Two of these fall within the remit of the principal; resourcing through the budget and staffing and the level of support provided by the  principal and the executive. The third factor is the dynamism and actions of the TL, as a leader of teaching and learning, and a shaper of school culture. If there is a lack of awareness of the value of teacher librarians at the highest levels in a school, then the TL needs to open eyes, not by demands, but by persuasion and showing what can be done for the benefit of students (Kachel, 2016, p.50).

Principals support the role of teacher-librarians in many ways. Lupton’s (2016, p.56) study found these included regularly visiting and promoting the library, ensuring adequate funding, encouraging other teachers to work with the TL, involving the TL in school-wide activities and policy-making, being responsive to their input, and allowing TLs the time to become involved in curriculum planning, Sheerman (2013, p.6) writes about the importance of  executive support when working as a TL to introduce and embed inquiry learning and pedagogical change in her school.  She emphasises the value of support granted to free up the time for her to ’collaboratively plan and teach’ and to provide professional development opportunities for her to demonstrate to other teachers the benefit of collaboration with an expert TL.

Equally, an effective relationship between a principal and TL can support the principal in carrying out her responsibilities and in achieving school goals. Studies surveyed by Lupton (2016) showed that principals valued and relied on teacher-librarians in many ways, including as leaders of curriculum and pedagogy in the school, particularly in literacy and ICT; as providers of broad perspectives and ideas that can feed into strategic planning; and as collaborators, trainers and connectors of teaching staff.  If a principal is not alert to the value that a TL can bring to a school, then a ‘dynamic’  TL must show the principal how she can add value  – by asking questions, finding out the principal’s and schools’ priorities, by seeking the principals and executives input in library decisions and by actively demonstrating how the TL can support teachers and students in their teaching and learning (Kachel, 2016).

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Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-52.

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher librarian. School. Libraries Worldwide. 22(1), 49-61 https://doi-org.ezproxy.csu.edu.au/10.14265.22.1.005

Sheerman, A.  (2013). Three in one: Teacher, information specialist, leader. Access, 27(2), 4-7.

Softlink Australia (2017). The 2017 Softlink Australian and New Zealand School Library Survey Report. https://www.softlinkint.com/downloads/2017_Softlink_Australian_and_New_Zealand_School_Library_Survey_Report.pdf