Abstract
This study emanates from a potential contradiction between an expectation that schools are nurturing environments and an inconducive school culture caused by the immense pressure many schools and teachers experience. To unpack this, this study explores humanity's needs and potential resolution in schools through an African humanism – Ubuntu lens and asks: How is Ubuntu leadership used to create a positive school culture? Using a qualitative approach and multiple case study research design, this study explores how Ubuntu leadership promotes a positive school culture in three secondary schools (with positive reputations) by interviewing nine participants. The findings confirm a close relationship between Ubuntu leadership and a positive school culture. This leadership approach – characterised by a deep sense of community and belonging, harmonious relationships, collectivism, interdependence, respect, empathy, compassion and a sense of responsibility towards others – is essentially what constitutes a positive school culture. In addition, when principals practise such principles and values, it also often filters down by being role models or mentors to the teachers and learners. One additional finding, which is discussed minimally in literature, is the necessity of striving for balance within Ubuntu leadership.
Keywords:
Ubuntu, Ubuntu leadership, positive school culture, community, collectivism, balance