Critical thinking questions:
1. What are the limits (if any) within which a school principal can succeed in motivation of school students and teachers?
2. What makes a school principal effective in terms of being able to motivate school students and teachers?
3. To what extent and how state agencies in general and the ones involved into supervision of educational field in particular influence school leadership practices and motivate school principals?
4. Can school leaders use their power and authority for social justice, and if they can, then how?
5. What are the changes the school leader wants to promote at school?
6. Do you think, these changes are important for a school improvement? School effectiveness? Pupils’ well-being? Teachers’ professional support? Why do you think so?
7. Please think, discuss with your pairs and share what would be the changes you would propose to bring if you are a school leader?
8. What are the key issues you learned from this interview?
9. What could be possible reasons for leaving a position of a school principal?
10. Describe how you would support the principal in the school environment?
1. The participants create a mind map of what they consider a positive school environment and compare with fellow students.
2. The participants collect important features of a positive school environment and discuss (educational, financial, political, cultural) measures of implementing them.
3. The participants discuss which regulations on bullying prevention and psychological support schools need to ensure a positive and inclusive learning environment? They might form groups to design a regulation or set of regulations.
4. The participants review and critique any available education policy documents from Azerbaijan or elsewhere on bullying prevention strategies and psychological support in schools.
5. The participants determine policy gaps by comparing what they think are important features of socio-emotional support and existing policy documents.
6. The participants discuss why social and emotional learning is gaining in significance and what can be done to support it even more.
7. The participants identify the different SEL responsibilities and behaviors of leaders / teachers / staff in a school.