Beyond the Playing Field: The Values That Shape Educational Leadership - Conversation with Mr James Chacko

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Beyond the Playing Field: The Values That Shape Educational Leadership - Conversation with Mr. James Chacko

The playing field offers lessons that extend far beyond sport. Discipline, resilience, teamwork and the ability to remain composed under pressure are qualities that shape not only individuals but also the communities they become part of. In education, these values find relevance in how leaders build teams, nurture relationships and create environments where people can grow.

For Mr. James Chacko, Senior Associate Vice Principal at NPS International School, Singapore, with 30 years of experience in education, sport has been a defining influence on his approach to leadership. An educational leader focused on student wellbeing, teacher development and building cultures of trust, integrity, care and excellence, he draws on the principles of sport to guide his everyday leadership practice.

His philosophy centres on collective effort, mutual trust and creating the conditions for individuals to realise their potential. This translates into a school community where students feel safe and encouraged, and teachers feel confident, connected and supported.

In this conversation, Mr. Chacko reflects on the lessons sport offers educational leaders, the importance of student wellbeing, the need to empower teachers and the role of sport in developing confident, resilient and well-rounded learners.

How have the values of discipline, teamwork and resilience, drawn from your experience in sport, influenced your approach to educational leadership?

My experience in sport has had a strong influence on the way I approach leadership. Sport teaches you that success does not happen overnight. It takes discipline, consistency, teamwork and the ability to keep going when things do not go your way. I believe the same applies to school leadership. Over the years, I have learnt that leadership is not about having all the answers or making every decision yourself. It is about bringing people together, trusting them, giving them the space to contribute and helping them work towards a common goal. Just as in sport, every individual has a role to play, and the strength of the team depends on how well everyone works together.

Resilience is equally important. Schools are constantly evolving, and there will always be challenges along the way. What matters is how we respond to them, learn from our mistakes and move forward. I try to bring these values into my daily work, whether I am leading a team, supporting a colleague or dealing with a difficult situation. For me, good leadership is about leading by example and helping others become better at what they do.

How can school leaders create an environment where students feel safe, supported and confident to grow?

I believe students do their best when they feel that they belong, that they are listened to and that there are adults in school who genuinely care about them. A safe school is not just one where policies and procedures are in place. It is one where students feel comfortable approaching a teacher, asking for help or admitting that something is wrong without being afraid of being judged. As school leaders, we need to build a culture where relationships matter. This means being approachable, listening to students and taking their concerns seriously. Safeguarding and student wellbeing must be everyone's responsibility, not just that of the safeguarding team.

We also need to recognise that every student is different. Some are confident and outspoken, while others take longer to find their voice. Our responsibility is to create opportunities for every student to participate, make mistakes, learn and discover their strengths.

I strongly believe that students grow in confidence when they feel supported rather than constantly judged. We must maintain high expectations, but we must also give them the encouragement and support they need to meet those expectations. Ultimately, every child should feel that school is a place where they are safe, valued and able to become the best version of themselves.

What can school leaders do to help teachers feel valued, supported and empowered in their professional journeys?

Teachers need to know that their work matters and that the leadership team recognises the effort they put in every day. Teaching can be demanding, and while appreciation is important, supporting teachers goes beyond saying thank you. I believe school leaders need to listen to their teachers, trust their professional judgement and involve them in decisions that affect their work. Teachers should feel comfortable sharing ideas, raising concerns and trying new approaches without feeling that every mistake will be held against them.

It is also important to provide meaningful professional development and opportunities for teachers to take on leadership roles. We need to recognise that professional growth looks different for different people. Some may aspire to senior leadership, while others want to deepen their expertise in the classroom or develop a particular area of interest. Both are equally valuable. At the same time, we need to be mindful of teachers' workload and wellbeing. We cannot expect people to give their best consistently if they feel overwhelmed or unsupported. Sometimes, simply listening, offering practical help or acknowledging someone's effort can make a real difference.

For me, empowering teachers means creating the conditions in which they can do their jobs well, continue to grow and feel proud of the contribution they make to the school community.

How do you define excellence for a school, and how should schools pursue it?

For me, excellence is not defined by academic results alone. Results are important, but they are only one part of the picture. A truly excellent school is one that helps students grow academically, socially, emotionally and physically, while preparing them to face the world with confidence and a sense of responsibility. It is also a school where teachers feel motivated, parents have confidence in the school, and students feel that they belong. The quality of relationships, the strength of the school's values and the opportunities available to students are just as important as examination results and achievements.

I believe schools should pursue excellence through continuous improvement rather than becoming too comfortable with past success. We need to reflect honestly on what we are doing well, identify where we can improve and be willing to make changes when necessary. This involves listening to students, teachers and parents, using evidence to guide decisions and ensuring that our actions make a meaningful difference to learning and wellbeing.

Excellence is also about consistency. It is not enough to have outstanding results or successful events occasionally. We need to build systems and a culture that allow people to perform well and grow over time.

Ultimately, I would define an excellent school as one that recognises the potential in every child and works hard to help each student make the most of it.

How do you think sport plays a significant role in shaping the complete profile of a learner?

I have always believed that sport is an essential part of education, not something that simply happens after the academic day is over. Having spent much of my career working in school sports, I have seen how participation can shape a student's confidence, attitude and approach to challenges. Sport teaches lessons that are difficult to replicate in a classroom alone. Students learn to work with others, take responsibility, handle disappointment, respect rules and accept that success comes through effort and persistence. They also learn that winning is not everything and that how we respond to defeat can be just as important as how we celebrate success.

Sport provides opportunities for students to discover strengths they may not have known they possessed. A student who struggles to stand out academically may find confidence and a sense of belonging through a sports team. Others learn to lead, support their teammates or step forward when the team needs them. I am a strong believer that sports opportunities should be accessible to as many students as possible, not just those who are naturally talented or highly competitive. Competitive sport has its place, but participation, enjoyment and personal development are equally important.

When schools give sport the importance it deserves, the benefits extend well beyond the playing field. We help develop young people who are more confident, resilient, collaborative and willing to take on challenges. These are qualities that will serve them throughout their lives, whatever path they choose to follow.

For me, that is the real value of school sport: it helps us educate the whole child, not just prepare students for examinations.