Abstract
M.Ed.
With the dismantling of the apartheid system in 1994, and the emergence of a new,
majority government in South Africa, expectations of school leaders changed. They
were suddenly expected to show initiative, plan and budget for the future, and act as
leaders to improve schools. School leaders were also perplexed because they had
not been given sufficient preparation or training to do the new job expected of them.
The vital element that underpins this study is how professional development of SMTs
enables them as change agents. SMTs play a vital role in the smooth running of
schools. Therefore, it is imperative for SMTs to engage in professional development
activities so that they can assist educators to deliver good quality education.
SMTs interviewed regard professional development as a self initiated step towards
honing personal skills and capacitation in accordance with their profession.
Most schools are faced with a multiplicity of problems. Therefore, the following
workshops/courses were recommended to can benefit SMTs namely, Conflict
resolution, Human relations, School Management and Leadership, Labour Relations,
Management of finances and resources and Classroom management.
Another aspect is lack of parental involvement in the education of their children and
this causes frustrations for teachers.
The content of workshops needs to be relevant to the teachers' needs.
The timing and duration of workshops is also a matter of concern because very often
time allocated for workshops is not enough.
Participants also raised the issue that there are still principals who are under
qualified and this raises issues about their capability to iun schools professionally.