Changing perceptions of teachers regarding the importance and competence of their principals as leaders
- Authors: Grobler, Bernardus , Bisschoff, Thomas , Beeka, Amrat
- Date: 2012
- Subjects: Educational change , Leadership , School principals
- Type: Article
- Identifier: uj:5764 , ISSN 2076-3433 , http://hdl.handle.net/10210/7771
- Description: We examined the perceptions of teachers on the importance and competence of principals as leaders before and after an intervention programme on holistic leadership. The research was quantitative and contextualized in the Secunda region of Mpumalanga province in South Africa. The methodology followed a literature study and an empirical investigation in the form of a pre- and post-test experimental-type design. A structured questionnaire was administered to 400 teachers in 40 randomly selected schools divided into two groups. One group of 20 principals was provided with an intervention programme regarding the dimensions of holistic leadership. The other group of 20 principals was not exposed to the intervention programme. The perceptions of teachers from their schools were probed using a pre-post-test design. The intervention programme and biographic variables served as independent variables whilst the seven factors of holistic leadership formed the dependent variables. Principals who were exposed to the intervention programme were perceived by their teachers to be more competent than their counterparts who were not exposed to the programme.
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Understanding teacher identity from a symbolic interactionist perspective : two ethnographic narratives.
- Authors: Smit, Brigitte , Fritz, Elzette
- Date: 2008
- Subjects: Educational change , Narrative inquiry , Symbolic interactionism , Teacher identity
- Type: Article
- Identifier: uj:5763 , ISSN 2076-3433 , http://hdl.handle.net/10210/7770
- Description: In this ethnographic inquiry we portray two teacher narratives reflecting educational change in the context of two South African schools. The study was conducted as part of a larger inquiry into ten schools in urban South Africa. A decade of democracy begs some attention to educational progress and reform, from the viewpoint of teachers and with the culture of their schools as the inquiry’s landscape. We present two ethnographic narratives, crafted of a typical ‘township/rural’ school, and an established Afrikaans school, with two teachers as the main social actors. Data were sourced from passive observations, interviews, informal conversations, and journal data. These field texts were analysed for content and narrative using, as methodological frame, the ‘Clandininian’ “metaphorical three-dimensional inquiry space”. Three data themes, teacher authority, commitment to the profession in terms of staying or leaving, and multitasking are theorised from a symbolic interactionist framework, using constructs such as situational, social and personal identity. The major finding of this inquiry speaks to the power of the working context, the educational landscape, which appears to be a much stronger force in the development of teacher identity than national educational policies.
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