Abstract
Considering the 4IR and in the wake of the COVID-19 pandemic education systems need to adapt to respond to the requirements of the future. To do so the continuous professional development of educational leaders and teachers is imperative. Within the South African public school system, this needs to happen amidst a very prescriptive, content-heavy curriculum, in addition to an exhausting workload and with staff who have limited technological capacities. To prepare teachers to support learners for the 4IR the 4Cs (creativity, critical thinking, collaboration and communication) should be at the centre of a capabilities approach that uses curriculum, pedagogy, leadership, learning, values, and teacher education as pathways for innovation and change.
Using self-study as research methodology from a pragmatic interpretivist paradigm I examined my leadership praxis as deputy principal for academics and curriculum to lead teachers to support learners for a 4IR world. Data collection methods included written critical reflections shared and discussed with two critical friends, anecdotal fieldwork notes, document analysis, interviews, and online surveys. Using the complexity leadership theoretical framework together with a leadership model developed for the 4IR, I have through this self-study engaged with my leadership of learning of teachers who are tasked with supporting learners for a 4IR world.
The findings from this research revealed that the key leadership traits that I display are strategist, activator, and supporter. These traits were the conduit through which teachers were encouraged to engage with ways in which to change teaching and learning to suit a 4IR context. Despite some positive experiences, there were some challenges that I faced as a leader. This included resistance to change, systemic limitations, isolation, and a lack of capacity which served as the main stumbling blocks to embracing change practices amongst teachers. Nevertheless, I learned to rethink how to approach change processes in relation to supporting teachers to develop 4IR learning in their classrooms. This includes how a leader should plan and manage change, and how vulnerability and being adaptable support sustainable change.
Keywords: Complexity leadership theory; Leadership 4.0; Self-study; Continuing professional development; 4IR pedagogies; 4Cs.