Critical pedagogies of place : educators' personal and professional experiences of social (in)justice
- Authors: Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher identity , Social justice , Teachers - Cross-cultural studies
- Type: Article
- Identifier: uj:5449 , http://dx.doi.org/10.1016/j.tate.2014.09.004 , http://hdl.handle.net/10210/13189
- Description: Participating in the education system of a foreign country, or within a new political dispensation presents various challenges for teachers. Understanding the challenges that teachers face as a result of relocation to new geographical and political contexts urges analyzing the contexts, which influence teachers' personal and pedagogic identities. Drawing on Buell's (1995) insights on place and identity; and Fraser's (2008) conceptions of social justice, this paper explores how teachers from South Africa, India, Zimbabwe and the Democratic Republic of Congo reinvent their identities in order to enact their professional and personal lives within different geo-political and socio-cultural contexts.
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- Authors: Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher identity , Social justice , Teachers - Cross-cultural studies
- Type: Article
- Identifier: uj:5449 , http://dx.doi.org/10.1016/j.tate.2014.09.004 , http://hdl.handle.net/10210/13189
- Description: Participating in the education system of a foreign country, or within a new political dispensation presents various challenges for teachers. Understanding the challenges that teachers face as a result of relocation to new geographical and political contexts urges analyzing the contexts, which influence teachers' personal and pedagogic identities. Drawing on Buell's (1995) insights on place and identity; and Fraser's (2008) conceptions of social justice, this paper explores how teachers from South Africa, India, Zimbabwe and the Democratic Republic of Congo reinvent their identities in order to enact their professional and personal lives within different geo-political and socio-cultural contexts.
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Gendered leadership stereotypes in disadvantaged rural school communities
- Edwards, Graeme, Perumal, Juliet Christine
- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Gender stereotyping , Educational leadership , Disadvantaged school communities
- Type: Article
- Identifier: uj:6140 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13183
- Description: Within rural contexts where patriarchal traditions and perspectives of leadership exist, the role of the school principal is typically associated with stereotypical male leadership traits. This study investigated traditional stereotypical views of leadership and how these might manifest in the leadership of schools in disadvantaged rural communities. The aim of this qualitative study was to determine if the gender specific stereotypical view of leadership existed in the Historical Schools which formed part of this study. Whilst there were some stereotypical leadership practices, the study found notable exceptions. The exceptions were specifically found with respect to a gender stereotypical view of spiritual and servant leadership.
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- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Gender stereotyping , Educational leadership , Disadvantaged school communities
- Type: Article
- Identifier: uj:6140 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13183
- Description: Within rural contexts where patriarchal traditions and perspectives of leadership exist, the role of the school principal is typically associated with stereotypical male leadership traits. This study investigated traditional stereotypical views of leadership and how these might manifest in the leadership of schools in disadvantaged rural communities. The aim of this qualitative study was to determine if the gender specific stereotypical view of leadership existed in the Historical Schools which formed part of this study. Whilst there were some stereotypical leadership practices, the study found notable exceptions. The exceptions were specifically found with respect to a gender stereotypical view of spiritual and servant leadership.
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Pedagogy of refuge : education in a time of dispossession
- Authors: Perumal, Juliet Christine
- Date: 2013
- Subjects: Refugee teachers , Teacher identity
- Type: Article
- Identifier: uj:5450 , http://dx.doi.org/10.1080/13613324.2013.792797 , http://hdl.handle.net/10210/13190
- Description: Despite its chequered history in relation to human rights issues, South Africa has been playing host to peoples displaced and dispossessed by geographies of anger and war, poverty, economic meltdown and other human rights atrocities. Perceiving South Africa as a sanctuary, there has been a steady wave of immigrants, asylum seekers and refugees coming to the country in search of better personal and professional prospects. Qualified teachers have been among the sizeable cohort of professionals seeking a new home in South Africa. This article reports on qualitative research, which comprised a sample of seven refugee teachers. It provides pen portraits of their bio/geographical pre-flight, flight and settlement experiences as they emerged from individual interview data. The article draws on theoretical insights from postcolonial theory, deconstructionist conceptions of hospitality and critical feminist notions of communities of practice to explore the personal and professional experiences of these teachers who hold part-time employment at a private school. Some of the participants also hold temporary posts at public schools in Johannesburg. Proceeding from the contention that teachers frame their identities in relation to how they feel about themselves politically, professionally, and emotionally the article explores the dialectic of refugee teacher as a guest and a host in classrooms in a foreign country. It argues that notwithstanding the non-negotiable imperative that the rights of refugee children remain high on the national redress educational agenda; of equal importance is the necessity to be cognisant of refugee teachers who are teaching in the South African education system.
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- Authors: Perumal, Juliet Christine
- Date: 2013
- Subjects: Refugee teachers , Teacher identity
- Type: Article
- Identifier: uj:5450 , http://dx.doi.org/10.1080/13613324.2013.792797 , http://hdl.handle.net/10210/13190
- Description: Despite its chequered history in relation to human rights issues, South Africa has been playing host to peoples displaced and dispossessed by geographies of anger and war, poverty, economic meltdown and other human rights atrocities. Perceiving South Africa as a sanctuary, there has been a steady wave of immigrants, asylum seekers and refugees coming to the country in search of better personal and professional prospects. Qualified teachers have been among the sizeable cohort of professionals seeking a new home in South Africa. This article reports on qualitative research, which comprised a sample of seven refugee teachers. It provides pen portraits of their bio/geographical pre-flight, flight and settlement experiences as they emerged from individual interview data. The article draws on theoretical insights from postcolonial theory, deconstructionist conceptions of hospitality and critical feminist notions of communities of practice to explore the personal and professional experiences of these teachers who hold part-time employment at a private school. Some of the participants also hold temporary posts at public schools in Johannesburg. Proceeding from the contention that teachers frame their identities in relation to how they feel about themselves politically, professionally, and emotionally the article explores the dialectic of refugee teacher as a guest and a host in classrooms in a foreign country. It argues that notwithstanding the non-negotiable imperative that the rights of refugee children remain high on the national redress educational agenda; of equal importance is the necessity to be cognisant of refugee teachers who are teaching in the South African education system.
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Refugee children’s enactment of resilience within the South African school system
- Authors: Perumal, Juliet Christine
- Date: 2014
- Subjects: Refugee children - South Africa - Social aspects , Refugee children - South Africa - Education
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/375160 , uj:6139 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13182
- Description: Since the advent of democracy in 1994, South Africa has experienced waves of newcomers – people fleeing wars, drought and poverty from countries such as the Democratic Republic of Congo, Burundi, Angola, Sudan, Zimbabwe, Somalia and Ethiopia. South Africa did not recognize refugees until 1993. It was only following the transition to democracy, that the country became a signatory to the United Nations and Organization of African Unity Conventions on Refugees. Despite South African legislation making provision for refugees to seek shelter in the country, unlike other African countries, South Africa does not have any refugee camps. Refugees survive largely without assistance. This article reports on qualitative research, conducted with refugee children attending the Refugee Bridging Program at Mercy College in Johannesburg, South Africa. The aim of this article if to provide pen portraits of their pre-flight, flight and settlement experiences; reflect on their social and academic integration experiences into South African schooling; and discuss their career aspirations as these issues emerged from interviews data. The article draws on theoretical insights from deconstructionist conceptions of hospitality and guest-host dialectics. It also draws on relevant concepts from Bronfenbrenner’s [1] bio-ecological theory as it relates to environmental variables that shape human development.
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- Authors: Perumal, Juliet Christine
- Date: 2014
- Subjects: Refugee children - South Africa - Social aspects , Refugee children - South Africa - Education
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/375160 , uj:6139 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13182
- Description: Since the advent of democracy in 1994, South Africa has experienced waves of newcomers – people fleeing wars, drought and poverty from countries such as the Democratic Republic of Congo, Burundi, Angola, Sudan, Zimbabwe, Somalia and Ethiopia. South Africa did not recognize refugees until 1993. It was only following the transition to democracy, that the country became a signatory to the United Nations and Organization of African Unity Conventions on Refugees. Despite South African legislation making provision for refugees to seek shelter in the country, unlike other African countries, South Africa does not have any refugee camps. Refugees survive largely without assistance. This article reports on qualitative research, conducted with refugee children attending the Refugee Bridging Program at Mercy College in Johannesburg, South Africa. The aim of this article if to provide pen portraits of their pre-flight, flight and settlement experiences; reflect on their social and academic integration experiences into South African schooling; and discuss their career aspirations as these issues emerged from interviews data. The article draws on theoretical insights from deconstructionist conceptions of hospitality and guest-host dialectics. It also draws on relevant concepts from Bronfenbrenner’s [1] bio-ecological theory as it relates to environmental variables that shape human development.
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Teachers’ bio-geographical experiences of social (in)justice within South African schools
- Authors: Perumal, Juliet Christine
- Date: 2014
- Subjects: Teachers - South Africa , Social justice - South Africa
- Type: Article
- Identifier: uj:6138 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13181
- Description: Teachers from various countries on the African continent are being employed in the South African education system. The bio-geographical identities, ideologies and pedagogies that this diverse teacher cohort brings to the educational landscape warrants exploration into the varying experiences, interpretations and enactments of social justice that they experience within the South African context. This paper draws on the personal and professional experiences of teachers from South Africa, India, the Democratic Republic of Congo, Zimbabwe and Cameroon, to denaturalize the unproblematic way in which teachers are linked to school contexts. It draws on Buell’s (in Raill) [1] contention that place gestures in three directions, namely: (i) towards environmental materiality; (ii) towards social perceptions or constructions of identity; and (iii) towards affect or bond. It explores teachers’ personal and professional experiences in relation to Fraser’s [2] conceptions of social justice. This qualitative study contributes to research on critical pedagogies of place, which view education as a contextualized social process that shape teachers’ identities, and behaviors. This paper aims to: (i) sketch the biographical-geographical, and socio-cultural impulses that frame the participants’ personal and professional identities; and (ii) examine the techniques that these teachers employ in order to navigate their current situatedness presents them.
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- Authors: Perumal, Juliet Christine
- Date: 2014
- Subjects: Teachers - South Africa , Social justice - South Africa
- Type: Article
- Identifier: uj:6138 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13181
- Description: Teachers from various countries on the African continent are being employed in the South African education system. The bio-geographical identities, ideologies and pedagogies that this diverse teacher cohort brings to the educational landscape warrants exploration into the varying experiences, interpretations and enactments of social justice that they experience within the South African context. This paper draws on the personal and professional experiences of teachers from South Africa, India, the Democratic Republic of Congo, Zimbabwe and Cameroon, to denaturalize the unproblematic way in which teachers are linked to school contexts. It draws on Buell’s (in Raill) [1] contention that place gestures in three directions, namely: (i) towards environmental materiality; (ii) towards social perceptions or constructions of identity; and (iii) towards affect or bond. It explores teachers’ personal and professional experiences in relation to Fraser’s [2] conceptions of social justice. This qualitative study contributes to research on critical pedagogies of place, which view education as a contextualized social process that shape teachers’ identities, and behaviors. This paper aims to: (i) sketch the biographical-geographical, and socio-cultural impulses that frame the participants’ personal and professional identities; and (ii) examine the techniques that these teachers employ in order to navigate their current situatedness presents them.
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Teachers’ responsibilities as leaders inside and outside Nigerian secondary schools
- Olujuwon, O.T., Perumal, Juliet Christine
- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership , Teacher professionalism , Teachers' responsibilities
- Type: Article
- Identifier: uj:6142 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13185
- Description: This qualitative multiple case study explored the responsibilities of teacher leaders in the classroom, within the school, outside the school and in the community in the context of Nigerian public secondary schools. It aimed to determine the extent of teacher leaders’ responsibilities in relation to national development within and outside the school. Participants included nine teachers, three principals, viceprincipals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through the use of semi-structured interviews and documentary analysis. The study revealed that the professional, administrative and social roles of teachers are a continuum within and outside the school. It also shows that teachers spend majority of their time in the classroom as well as assisting in administration and managerial processes in a school system. The study recommends giving merit awards to teachers to enhance their image and self worth. It also recommends that professional standards and training should be of importance in the teaching and learning processes. The study contributes to professional development of teachers thereby enhancing their responsibilities in and outside the schools.
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- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership , Teacher professionalism , Teachers' responsibilities
- Type: Article
- Identifier: uj:6142 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13185
- Description: This qualitative multiple case study explored the responsibilities of teacher leaders in the classroom, within the school, outside the school and in the community in the context of Nigerian public secondary schools. It aimed to determine the extent of teacher leaders’ responsibilities in relation to national development within and outside the school. Participants included nine teachers, three principals, viceprincipals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through the use of semi-structured interviews and documentary analysis. The study revealed that the professional, administrative and social roles of teachers are a continuum within and outside the school. It also shows that teachers spend majority of their time in the classroom as well as assisting in administration and managerial processes in a school system. The study recommends giving merit awards to teachers to enhance their image and self worth. It also recommends that professional standards and training should be of importance in the teaching and learning processes. The study contributes to professional development of teachers thereby enhancing their responsibilities in and outside the schools.
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The effects of management micro-politics on teacher leadership in Nigerian public secondary schools
- Olujuwon, O.T., Perumal, Juliet Christine
- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership - Nigeria , Educational leadership - Nigeria
- Type: Article
- Identifier: uj:6145 , ISSN 978-84-617-2484-0 , http://hdl.handle.net/10210/13188
- Description: This qualitative multiple case study explored how micro politics in school management affect the practice of teacher leadership in the context of Nigerian public secondary schools. It shows the extent by which the practice of micro politics in public secondary schools affects the promotion of teacher leadership. Participants included nine teachers, three principals, vice-principals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through semi-structured interviews and documentary analysis. The study reveals that micro politics is part of human existence and it leads to forming of cliques, which affects professionalism in organisations. It also reinforces the role principals play in traditional models of leadership, which affects teaching and learning processes. The study recommends adherence to ethical standards in schools and that the era of principal as a sole leader in school leadership is over. The study contributes to better understanding of leadership development in schools.
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- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership - Nigeria , Educational leadership - Nigeria
- Type: Article
- Identifier: uj:6145 , ISSN 978-84-617-2484-0 , http://hdl.handle.net/10210/13188
- Description: This qualitative multiple case study explored how micro politics in school management affect the practice of teacher leadership in the context of Nigerian public secondary schools. It shows the extent by which the practice of micro politics in public secondary schools affects the promotion of teacher leadership. Participants included nine teachers, three principals, vice-principals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through semi-structured interviews and documentary analysis. The study reveals that micro politics is part of human existence and it leads to forming of cliques, which affects professionalism in organisations. It also reinforces the role principals play in traditional models of leadership, which affects teaching and learning processes. The study recommends adherence to ethical standards in schools and that the era of principal as a sole leader in school leadership is over. The study contributes to better understanding of leadership development in schools.
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The historic schools and their influence : women in school leadership in upholding the legacy
- Edwards, Graeme, Perumal, Juliet Christine
- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Historical Schools Restoration Project , Women in educational leadership
- Type: Article
- Identifier: uj:6141 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13184
- Description: Many of the leaders in the fight against Apartheid received their education from a group of schools, which are now part of the Historical Schools Restoration Project (HSRP). This study investigated the philosophy and approach to education that these leaders received. It also explored the historical evolution of the schools, the impact of Apartheid on the schools and the current ethos and leadership philosophies that the schools subscribe to. This qualitative research drew on the tenets of an historical design research. The aim of this paper is to present the significance of the schools from an historical as well as a present day perspective. It reflects on the history of a sample of schools that form part of the HSRP. It also explored the interface between these schools historical connecteness and present day experiences, and the juncture between historical connectness and the concept of the ‘African Child’.
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- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Historical Schools Restoration Project , Women in educational leadership
- Type: Article
- Identifier: uj:6141 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13184
- Description: Many of the leaders in the fight against Apartheid received their education from a group of schools, which are now part of the Historical Schools Restoration Project (HSRP). This study investigated the philosophy and approach to education that these leaders received. It also explored the historical evolution of the schools, the impact of Apartheid on the schools and the current ethos and leadership philosophies that the schools subscribe to. This qualitative research drew on the tenets of an historical design research. The aim of this paper is to present the significance of the schools from an historical as well as a present day perspective. It reflects on the history of a sample of schools that form part of the HSRP. It also explored the interface between these schools historical connecteness and present day experiences, and the juncture between historical connectness and the concept of the ‘African Child’.
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Zimbabwean female principals’ promotion of children’s rights in disadvantaged school contexts
- Zikhali, Joyce T., Perumal, Juliet Christine
- Authors: Zikhali, Joyce T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Children’s rights , Child labour , Child abuse , Exploitation of children
- Type: Article
- Identifier: uj:6143 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13186
- Description: This is qualitative multiple case study explored the extent to which children’s rights are observed in five disadvantaged school contexts in Masvingo District in Zimbabwe. Data were collected through one-hour individual in-depth interviews. The participants comprised five school heads, four deputy school heads and three teachers-in-charge (TICs). Content analysis was used to analyse the data. The data revealed that a number of children’s rights were being flouted. The children’s families were generally poor as a result children did not have adequate time to rest and play as they helped to augment family income through working in the fields and vending. The schools lacked adequate facilities and furniture exposing children to discomfort and harsh weather conditions. Some guardians exploited resources meant for orphans for their personal use. Older boys at times sexually abused younger girls. Some teachers applied corporal punishment to school children. The study recommends that government set up programmes that educate the populace on children’s rights and the need to respect them. It should invest more resources and improve the conditions in disadvantaged schools. Needy children should be on payroll and should be placed in homes where the government working with other stakeholders could take care of them.
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- Authors: Zikhali, Joyce T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Children’s rights , Child labour , Child abuse , Exploitation of children
- Type: Article
- Identifier: uj:6143 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13186
- Description: This is qualitative multiple case study explored the extent to which children’s rights are observed in five disadvantaged school contexts in Masvingo District in Zimbabwe. Data were collected through one-hour individual in-depth interviews. The participants comprised five school heads, four deputy school heads and three teachers-in-charge (TICs). Content analysis was used to analyse the data. The data revealed that a number of children’s rights were being flouted. The children’s families were generally poor as a result children did not have adequate time to rest and play as they helped to augment family income through working in the fields and vending. The schools lacked adequate facilities and furniture exposing children to discomfort and harsh weather conditions. Some guardians exploited resources meant for orphans for their personal use. Older boys at times sexually abused younger girls. Some teachers applied corporal punishment to school children. The study recommends that government set up programmes that educate the populace on children’s rights and the need to respect them. It should invest more resources and improve the conditions in disadvantaged schools. Needy children should be on payroll and should be placed in homes where the government working with other stakeholders could take care of them.
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Zimbabwean school principals’ reflections on assuming leadership positions
- Perumal, Juliet Christine, Zikhali, Joyce T.
- Authors: Perumal, Juliet Christine , Zikhali, Joyce T.
- Date: 2014
- Subjects: Women school principals - Zimbabwe , Educational leadership - Zimbabwe
- Type: Article
- Identifier: uj:6144 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13187
- Description: This study investigated the experiences of female school principals in Zimbabwe who have been appointed to positions of school leadership. The aim of the study was to explore their levels of readiness to assume leadership positions. A multiple case study was adopted and views on preparation for school leadership as outlined by Rhodes, Brundrett, and Nevill [1] provided theoretical support for the study. Individual in-depth interviews were conducted with a purposive sample of twelve female school principals. The data were presented using narrative vignettes and these vignettes were analysed using critical discourse analysis. The study revealed that all the heads were appointed to leadership positions on the strength of their teaching experience as senior teachers. On appointment, only a few were psychologically ready to take up posts as school leaders. The study recommends that Zimbabwe adopts a national qualification programme for the preparation of prospective school leaders; and provide in-service training to practicing teachers before they are appointed to leadership positions.
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- Authors: Perumal, Juliet Christine , Zikhali, Joyce T.
- Date: 2014
- Subjects: Women school principals - Zimbabwe , Educational leadership - Zimbabwe
- Type: Article
- Identifier: uj:6144 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13187
- Description: This study investigated the experiences of female school principals in Zimbabwe who have been appointed to positions of school leadership. The aim of the study was to explore their levels of readiness to assume leadership positions. A multiple case study was adopted and views on preparation for school leadership as outlined by Rhodes, Brundrett, and Nevill [1] provided theoretical support for the study. Individual in-depth interviews were conducted with a purposive sample of twelve female school principals. The data were presented using narrative vignettes and these vignettes were analysed using critical discourse analysis. The study revealed that all the heads were appointed to leadership positions on the strength of their teaching experience as senior teachers. On appointment, only a few were psychologically ready to take up posts as school leaders. The study recommends that Zimbabwe adopts a national qualification programme for the preparation of prospective school leaders; and provide in-service training to practicing teachers before they are appointed to leadership positions.
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