The teacher librarian and the principal are two key stakeholders that should form a harmonious and mutually beneficial relationship. This is to ensure the continued success of the school library program and to guarantee the opportunity for the teacher librarian to continue in their support of classroom teachers on a broader scale as well as the program’s assistance in improving student learning outcomes.
In Lupton’s research into principal’s perceptions on teacher librarians and the role that they fulfil, she discovered that opinion amongst principals varied greatly (2016). This was due to a number of considerations ranging from the teacher librarian’s expertise, the fulfilment of various school leadership and management roles by alternative staff and also the personality type of the teacher librarian themselves. However, despite the variations, a number of common themes emerged throughout the research, as to shared principal perception.
The first theme was the view of the teacher librarian as “teacher first, librarian second”, with the “educative function [being] critical” (Lupton, 2016, p. 52). The second was the principal’s perceived value in the teacher librarian being able to provide a broad perspective as to the goings-on within the broader school context, having “good strategic oversight and vision” (Lupton, 2016, p. 53). This related to the opportunity that the teacher librarian has in working across the stages to be able to see alignment (or misalignment) with bigger picture goals and objectives. This perception is largely interconnected with the third theme, which was about advising on curriculum and pedagogy, being able to offer insight and advice on matters concerning staff and students, as well as the ability to consider innovative design of library learning spaces.
The fourth theme was the teacher librarian’s involvement in the field of ICT and ability to incorporate new technologies and lead related professional staff learning in whole school implementation of new technological ideas and concepts. The final theme common amongst principal perception of the teacher librarian role, related directly to the personal values of the individual fulfilling the role itself. Highly regarded were interpersonal skills and pleasant dispositions including collaborative, collegial, flexible, organised, curious and also leadership qualities including vision, influence and proactive (Lupton, 2016, p. 56).
This and other research, including Farmer (2007) highlights the importance of the teacher librarian in aligning their efforts to the direct fulfilment of the school principal’s goals. Similarly, Kachel argues that a “strategic plan of action” (2017, p. 50) is required in an effort to position the school library program as indispensable.
References
Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(10), 56-65. https://www-proquest-com.ezproxy.csu.edu.au/docview/217761169/fulltextPDF/62CC38A077DB41A1PQ/1?accountid=10344
Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-52. http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=a6b31405-faea-4a96-9937-1bd4495c9a67%40pdc-v-sessmgr01
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