Is education the principal's "household"?

**The problem of the director's "personal property" in educational institutions: systemic solutions are needed**

In some secondary schools, the fact that leaders cling to their positions as if they were a lifelong inheritance or personal property has become a serious and chronic problem. For such "little kingdoms" in the public education system, August becomes a particularly "harvest holiday" - a season of benefits. During this period, the process of distributing lesson hours in schools begins, giving some leaders the opportunity to demonstrate their professional authority and make teachers dependent on themselves.

A recent audio recording circulated on social networks once again showed how deeply rooted this vice is in our society. There is neither a cultural attitude, nor pedagogical ethics, nor a legal explanation in this dialogue. An intelligent teacher who came to ask for a lesson hour for which he is honest and legally entitled is humiliated by the school principal as an "alien claimant" who has invaded his "territory" without permission. The situation reaches such a point that the head of the "spiritual center" openly threatens the teacher with the words: "Get out of my room, I'll kill you!" in the language of street thugs. As if he is not a school principal, but a representative of the criminal world.

How can a principal who considers the school his own property and teachers as his subordinates provide a positive upbringing for the new generation? It is illogical to expect high culture from a school run by a principal who treats the personality of the teacher who enters his room as one with the ground.

One of the biggest problems here is the "August mafia", that is, the problem of transparency in the distribution of class hours. The system has not yet completely gotten rid of the human factor. The very idea that whoever does what the principal says or "pleases" him will get a lesson is a serious threat to the education system. As a result, self-motivated, knowledgeable, but unsympathetic teachers may be left out.

In addition, in some cases, trade unions or pedagogical councils in schools are becoming "puppet" structures that cannot deviate from the line drawn by the director. A teacher who demands his rights is immediately labeled a "rebel" and is subjected to economic pressure by reducing class hours.

Such a systemic and chronic problem cannot be stopped by simply dismissing or punishing individual directors. The system itself needs "surgical intervention". First of all, it is necessary to remove the human factor from the process of distributing class hours as much as possible and transfer it to a transparent and digital system. If the distribution is automated, the director will no longer have the "lever" to give or not give hours to someone.

It is also important to ensure that the school principalship is not a lifelong position, to re-evaluate leaders at certain times, and to rotate them if necessary. Because chains based on corruption and self-interest often form in one place for many years.

In conclusion, we can say: schools are not the personal estates of some local "khans" or commercial shops. They are places of knowledge, enlightenment, and education. The future of a country where the teacher is bent is also bent. It is not just a teacher who is being humiliated in the schoolroom today - tomorrow itself.