Abstract
The study was undertaken to capture the complexities facing school leaders in driving the Fourth Industrial Revolution (4IR). The focus of the study was to establish how school leaders could be empowered using future-fit leadership principles in the area of the 4IR and what the 4IR technologies that promote, and hinder teaching was. Furthermore, the study investigated what characteristics a future-fit leader should have, as well as determined the principles, and skills school leaders require to effectively lead schools to become 4IR aligned.
Technology and procedures are advancing at a breakneck speed and becoming more intertwined (Marwala, 2020:6). In today's classrooms, the chalkboard has been replaced with smart boards. Teachers are required to assist students in building confidence, thinking independently, and taking chances in order to take advantage of the potential this century offers. In order to navigate these times, one of the ultimate aims of leadership is to develop the organisation, and its people. It becomes, therefore, important that school leaders need to be empowered to become future-fit leaders. The term future-fit was placed in context in this research. It is most relevant in times such as these, especially in the area of the 4IR, where everywhere in the world paradigm shifts are occurring – from the Third Industrial Revolution to the 4IR.
A qualitative research approach was applied through the insights drawn from the interpretivist paradigm. This equipped the researcher to obtain a deeper understanding of the topic under study. The sample consisted of 15 participants. The participants were selected from an International School in Abu Dhabi, United Arab Emirates (UAE). Participants comprised teachers, heads of departments, vice principals, and principals. Their ages ranged from 26 – 67. The main technique of data gathering was semi-structured interviews, which were performed individually with participants. Their practical experiences and exposure to current teaching challenges formed the basis for a point of departure for this research.
The data was transcribed and analysed using content analysis followed by themes and categories. Some of the findings were that teachers do make use of various 4IR technologies daily for teaching, learning, and administrative tasks; there are numerous advantages, but also disadvantages when using the 4IR technologies.
A variety of skills is needed to lead a school in the 4IR; characteristics of a future-fit leader, as well as the principles needed by school leaders to lead a school in the area of the 4IR will be discussed.
Based on the findings the researcher advanced a few recommendations. Some of these recommendations were: • All schools should have a school technology plan that must be followed by teachers to ensure consistency. • The school manager and his management team must be given the authority to employ future-proof leadership principles. • Critical skills like adaptability, change resilience and resourcefulness are vital for school managers to possess in order to successfully lead her or his school in the area of the 4IR. • The future-fit leader must have an innovative mindset and should be a futurist with long-term vision. Recommendations were made for future research on this topic as this study was conducted at an international school in Abu Dhabi, United Arab Emirates (UAE). It would be interesting to compare the outcomes of the findings as the same type of study is done in South Africa. Keywords: Fourth Industrial Revolution; future-fit leadership; Internet of Things; transformational leader; innovative mindset; adaptability.