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headmaster and the teacher plays a decisive role to the support of the teachers in
their endeavour to put extra efforts to value their persons as well as their workplace.
Unfortunately this does not seem to be the case for the teachers in the ZEP schools
in Mauritius. In some cases Head Masters would barely hold staff meeting specifi cally
on pedagogical issues and disaffected school inspectors would not be regular in their
school visits to these schools. Such an absence of institutional support and sound
policies concerning the Human Resource Management and Development policies
at the level of the school and the ministry, teachers who are trained will too quickly
lose interest in the new skills acquired as all innovations are not suffi ciently valued to
encourage the teachers to explore and use their creative potential to develop further
to the advantages of the children they serve.
(f) Accrued expertise expected from Head Masters who were formerly
teachers
With the advent of the Zones d’Education Prioritaires project, the schools categorised
in the ZEP category have seen their basic functional modalities changed overnight.
The ZEP school is now a place heightened to fi ght social exclusion and inequality
through the National System of education. The socio pedagogical obligations direct
the Head Master to be more than instructional leaders. In face of such situation, the
head masters have not only seen their load of work increased but they are requested
to have the right acumen to manage situation which may be often beyond their normal
training.
[ 36 ] INRULED