Abstract
M.Ed.
The South African education system has undergone radical changes since the democratic elections in 1994. This phenomenon (democratic elections) brought along its own challenges to educational leaders and managers.
The vital principles underpinning the new approach focus mainly on transforming the education system, which is presently characterized by hierarchical and authoritarian structures and culture, into a more participatory system. This is therefore the critical time for School Management Teams (SMTs) in Ivory Park primary school to effect and manage changes in such a way that quality education will be the eventual outcome.
This study has highlighted the following:
• The SMTs in Ivory Park primary schools view vision as one of the most prominent aspects in the larger picture of transformational leadership. They realize that the vision will only be a reality when it has been shared with staff members.
• Decentralization of power plays a vital role: this means that the line between the SMTs and educators is not tightly drawn, and roles are shared by leaders with stakeholders.
• Some aspects of the centralization of power – such as lack of open communication and transparency – lead to dissatisfaction and frustration among educators.
• The principal practice the principles of power investment by understanding that the staff members need to be empowered through workshops so that they (the staff) can function to the best of their abilities.
• The SMTs realize that teams are an essential part of effective schools; therefore, in order for them to excel in both effectiveness and efficiency they have to build and integrate teams with complementary skills which are committed to a common purpose.
• The major concern voiced by the respondents was the autocratic management approach applied by principles.
Mr. T.S. Hlongwane