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In this article, an effort has been made to emphasis on the head teacher role and responsibilities. The head teacher is like the mirror of the school. It means that if the head of the school will be qualitative person, then his school will also be qualitative in the field of education and other co-curricular activities. Head of the institution should have good qualities because head is model for teachers, students as well as for the members of society. The headteachers’ role is to promote academic performance. The success of what is done in the school is attributed to the head teacher. He or she is the axle around which many aspects of the school revolve, being the person in charge of every detail of running the school, be it academic or administrative. School examinations make a difference to student achievement and the head teachers’ leadership is one factor determining that success. It is therefore important that the performance of a school is considered beside the performance of the one who leads it. This paper observes the role and responsibilities of headteachers of public schools in attaining school and educational goals. The paper recommends among other things that headteachers need to improve on their knowledge and skills in school and financial administration through learning and experience, and they must be effectively monitored, supervised. The findings of the study showed that headteachers used quality improvement measures, teamwork and ensured That the staff was well established as organizational skills that influenced academic achievement. The Head teachers were also involved in academic activities by observing and checking the students’ and teachers’ work, monitoring students’ discipline and helping in eradicating cheating in examinations.

It has been rightly said that school become great, not because the splendid building, but because of the magnificent head teacher. The effectiveness and efficiency of the school largely depends on the ability and skill, personality and profession competence of the head teacher. RYburn, said that “The Principal holds the key position, in a school just as the captain of a ship holds a key position on a ship”. P.C. wern, states that “What the main spring is to the watch, the fly- wheel to the machine or the engine to the steam, the principal is to the school”. Dr. Jaswant Singh says that “The Principal of a school is the hub of the educational process. On his competence and skill as a good and useful educational leader varies on the success of a school system” Mohiuddin Sultan, has rightly said that” No school can succeed, if the teachers in it work as individuals and not as a group. But just as every group needs a leader, so also, a school must have a leader who would inspire and direct its work. Balkrishan Joshi,” By virtue of his office he must be a connection between the Government and the school authorities, the management and staff, the masters and pupils and the parents and the teachers-character rather than capacity, fact rather than authority, sympathy rather than severity is his forte. The school is rightly called the prolonged shadow of the head teacher because the character of the school reflects or pronounces the character of the head teacher.” Ravinder Nath Tagore has been rightly said that “A lamp can never light another lamp unless it continues to burn its own flame” On this basis we can says that a head teacher can never actually operate over his subordinates and students except he is still under discipline himself. The principal controls the school affairs by planning, executing and evaluating the educative process. He is an organizer, friend, philosopher, guide and advisor. He is like a flywheel of system. He is the steam engine that moves the ship. He is the principal who, who inspires and motivates to the teachers to achieve the goals of the school. The leadership provided by the head teacher should be constructive, balanced and lacking all doubt. He must inspire confidence and arouse respect and discipline. His words carry weight, his manners are friendly, and his temperament is agreeable as an association, he keeps the balance and ensure the balanced development of the whole institution. He is the organizer, between the society and the school and the various human elements of the development of the whole institution. He must deal with both the external and internal agencies controlling the school and is the connecting link between. “As the Headmaster, so is the school”. There is no contradicting the fact that everything in the school, the staff, the curriculum, the method of instruction the discipline, the co-curriculum, activities, the daily schedule and the general atmosphere and the tone of the school is fashioned the mold of the headmaster. The whole programmed of school either grows or remains sterile according to equipment, training and competence of the headmaster. Everything in the school, Buildings, Furniture, Library, Laboratory, Methods & Techniques of Teaching, Co-curricular activities and human relationships bear the impact of the personality of the head and reflect his leadership. The role of the head teacher as a man is feasibly the most significant. He is also both trustful trustworthy. He should always carry a young heart.

Several studies have been performed on the job of heads teacher as leaders of learning (Smith, Mestry & Bambie, 2013; Mestry & Pillay, 2013; Naicker, Chikoko & Mthiyane, 2013; Bush, Joubert, Kiggundu & Van Rooyen, 2010). They all accept that HT should be driving control of teaching and learning in schools. They also accept that leading the process of learning is the fundamental duty of HT. HT as leaders of learning should make sure that teachers are doing what they are likely to do. The HT role includes, among other things teaching, supervision of teachers, and ensuring that teachers follow the syllabus as specified by the Department. According to Smith et al (2013) HT seem to be more concentrated on the teaching aspect. This impacts on management time to exercise duties of examining and control of work; yet they are required to supervise teaching and learning. HT are also expected to observe teachers in classrooms. HT are also working under perilous conditions where they must justify the directives from those who exercise higher authority over them (Mercer, Barker and Bird, 2010) Senge (2007) recognizes that the role of HT is very authoritative and challenging and if it is not done correctly, it compromises the quality of teaching and learning. HT is the most liable person in the school whether it is linked to the management, administration or execution of all the policies and practices of schooling (Ramaiah, 2003). A great teacher in dire need of leadership quality to manage and administer the school to launch the school management in order to create a generation of quality. Similarly, the effective execution of all strategies with effective and innovative education at the school level, are in dire need of an effective leadership. Head teachers should be forward looking, proactive and dare to make changes in the interest and future of students in the development and suitability of time, and then supervisory and working to boost the capacity of the school to its most magnificent (Mat Zin, 1996).

In addition, the Brilliant HT should also be able to obtain collaboration from local communities in order to develop and build a school environment favorable to teaching and learning in the creation of a student as a first-class human capital in school. In order to determine the effectiveness and success of the school, the HT leadership always be the focus of the society. We cannot avoid the fact that parents put faith to the school if they have trust in the leadership of the HT. Sahali (2008), highlighted four major styles of headmaster leadership directed style, leadership style and thoughtful, participative leadership style and success-oriented leadership style. Between leadership style, the most important is the leadership style of the great teacher oriented. It is leadership style demands, where HT set achievement goals for us and are always looking for ways to improve performance. According to Ramaiah (2003) leadership of the HT is a process of influencing the teachers to fulfill the responsibility to achieve the goals set by SED. All plans and programs undertaken by the headmaster has a clear target and high achievement, and he will also guarantee that all teachers attempt for the accomplishment of goals and objectives that it sets by the SED. Isa (2004) noted in his study of headmaster leadership is seen as the responsibility of leaders to plan the organization's mission, set goals, priorities and levels of achievement. Headmaster Leadership in dire need of knowledge, efficiency, experience in teaching and administration are high. Teacher education manager at the school to be a key factor to the success of a school, even with the leadership and management of the mission and vision can determine the direction of the national institutions delivered to him (Akmaliah, 2001). According to Marzuki (2001), HTs are important people in the school because they are managers and leaders. As a leader, a HT should have the ability to inspire the teachers in implementing the tasks at school. HT of the school's ability to lead and implement change in schools is also an indicator that distinguishes the school is successful or not (Muhammad, 2000).