Abstract
Although the necessary legislations such as the South African Schools Act and
Employment Equity Act are in place, these are not implemented to effect systematic
change in disadvantaged schools. The autocratic and laissez-faire styles of
leadership seem to be more prevalent. Human resource management in
disadvantaged schools is still based on a disempowering autocratic ethos inherited
from the apartheid era. The principles of collegiality are mentioned in theory but not
practised. Due to lack of power sharing, great pressure is placed on senior
managers to be skilled and reskilled for collegiality.
The purpose of the study was to investigate whether reskilling for collegiality in
disadvantaged schools helps to enhance the work ethos of educators. This study
also aimed at determining the involvement of educators in the formulation of vision,
leading to a sense of ownership and enhancing prospects of successful innovation.
Educational managers and educators who were purposely selected from
disadvantaged primary and secondary schools in Poortjie in the Vaal Triangle were
interviewed. Verbatim-transcribed data was further analysed using the constant
comparative method.
The research findings suggested that reskilling for collegiality in poorly managed
schools is necessary. The Department of Education is not doing enough to educate
both school management teams and educators on reskilling for collegiality. Research
findings also indicated that most principals tend to use autocratic, as opposed to
collegial styles of leadership. It also appears that the school system needs to
transform its culture from one of control to one where autonomy, participative
management and empowerment are valued.
In view of the foregoing discussion it is recommended that a joint effort by the
Department of Education, principals, teachers, and non-government organisations is
needed to solve the problem. Moreover, structuring professional development
programmes for educators by the latter and learning how techniques should be
employed within the career development of educators through the appointment,
induction, in-service training and the transitional stages are highly valued.