Teachers' experiences of the heads of departments’ instructional leadership role in primary schools
- Authors: Hauptfleisch, Monique
- Date: 2022
- Subjects: Professional development - Teachers , Educational leadership , Total quality management
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/495771 , uj:45173
- Description: Abstract: The South African education system is characterised by poor learner performance; the structure of Continuing Professional Teacher Development (CPTD) programmes; poor communication among various stakeholders; inadequate resources; incompetent heads of departments (HoDs); inferior teacher training; and the lack of support from the Department of Education (DoE). Using qualitative research within an interpretivist paradigm, this study explored teachers' experiences of their HoDs as instructional leaders in primary schools. HoDs are unclear of their roles and responsibilities, and they therefore have problems in balancing management demands and curricula and instruction. HoDs should take on an instructional leadership role and ensure that teachers provide effective teaching to improve learner performance. When teachers experience problems in teaching, HoDs are required to provide professional development programmes. Twelve teachers, purposefully selected from four primary schools, were interviewed. Three themes emanated from the study: Understanding the concept instructional leadership; the instructional leadership roles of HoDs; Teachers’ expectations of their HoDs in their instructional leadership role. Findings showed that participants had a good understanding of the concept instructional leadership and were also aware of the importance of HoDs taking on an instructional leadership role. One of the primary responsibilities of HoDs is to effectively implement the Integrated Quality Management System (IQMS) with the view to identifying the pedagogical needs of teachers and providing CPTD. The study also showed that the DoE provided insufficient professional support to HoDs and teachers. The study recommends that HoDs and teachers need to effectively implement the IQMS policy. Teachers must carefully select an effective staff development team (SDT) which includes the HoD and peers who have expertise in the teacher’s field. The HoD and SDT should work collaboratively to provide professional development programmes. Key words: professional development, head of department, instructional leadership, Integrated Quality Management System. , M.Ed. (Educational Leadership and Management)
- Full Text:
Female school leadership in South Africa, China, and Brunei Darussalam during the Covid-19 pandemic
- Authors: Adams, Munisa
- Date: 2021
- Subjects: Women school administrators , Women in education , Educational leadership , COVID-19 Pandemic, 2020- - Social aspects
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/485974 , uj:44191
- Description: Abstract: This qualitative study investigated the lived experiences of five female school leaders in South Africa, China, and Brunei Darussalam. It employs narrative enquiry to explore how female leaders navigate e-Learning platforms during the COVID-19 pandemic. I aimed to understand how female school leaders made an adjustment to manage schools remotely. The study also explored how the female school leaders manage to strike a balance between their professional and personal lives. Data were collected using semi-structured online and e-mail interviews. The data were analysed using thematic analysis. The analysed data uncovered themes related to the experiences of the female school leaders during the COVID-19 pandemic. Their experiences during the pandemic have helped them to find their voice and communicate their fears and experiences. The findings of the study show that the female school leaders adapted their leadership styles to respond to the crisis and employed strategies to strike a balance between their personal and professional lives during the COVID-19 pandemic. It is hoped that this study will add to the existing body of knowledge on female leadership and management that explores the narratives of female school leaders who must be given a voice to relate their experiences. , M.Ed. (Educational Leadership and Management)
- Full Text:
Preparedness of female school leaders for the Fourth Industrial Revolution in South Africa
- Authors: Naidoo, Virginia
- Date: 2021
- Subjects: Educational leadership , Educational technology - Planning , Education - Effect of technological innovations on , School management and organization - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486403 , uj:44243
- Description: Abstract: The aim of this study was to investigate the preparedness of female school leaders for the Fourth Industrial Revolution (4IR) in South African schools. The study was conducted with male and female learners, as well as female education specialists, principals, deputy principals and heads of department at primary and secondary schools in South Africa. Both private and public schools were selected. A generic qualitative approach was used with individual and focus group interviews to collect data. Data analysis was conducted using a thematic inductive approach. Themes were generated from clusters of information relating to the research objectives and interview questions. The findings include the perceptions of learners about the female leaders in their schools, the skills required for females to effectively lead schools for the 4IR era and the support required for female leaders to become better 4IR-aligned leaders in South African schools. The study revealed that female leaders recognize the need to adjust their leadership skills to the rapidly changing technological environment in schools. In addition, the study establishes that learners need to be equipped with 4IR skills rather than simply using examination-writing and rote learning techniques, which then requires relooking at curriculum elements. The study further revealed that support for development is lacking in public schools, while private schools offer more mentoring and coaching of leaders to become 4IR-aligned. , M.Ed. (Educational Leadership and Management)
- Full Text:
Science mapping the knowledge base in educational leadership and management : a longitudinal bibliometric analysis, 1960 to 2018
- Authors: Hallinger, Philip , Kovacˇevic, Jasna
- Date: 2021
- Subjects: Review of research , Educational administration , Educational leadership
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/474304 , uj:42748 , DOI: 10.1177/1741143219859002 , Citation: Hallinger, P. & Kovacˇevic, J. 2021. Science mapping the knowledge base in educational leadership and management : a longitudinal bibliometric analysis, 1960 to 2018.
- Description: Abstract: This review employed science mapping methods to analyze the evolution of the knowledge base in educational leadership and management from 1960 to 2018. Descriptive trend analysis, citation analysis, co-citation analysis, and visualization of similarities were used to document growth and change in the ‘intellectual structure’ of the educational leadership and management knowledge base as it evolved through the decades. The review analyzed a database comprised of 22,492 articles published in 21 Scopus-indexed journals over six decades. The authors found that contributions to the knowledge base have evolved from primarily Anglo-American male scholars up until 2000 to increasing gender and geographic diversity in the past 20 years. The review identified several ‘schools of thought’ that emerged across four generations of EDLM scholarship. These include: Leadership for Learning, Leading Change, Leading Teachers, and School Effectiveness and School Improvement. The review also documented a broader evolution in the field’s intellectual structure from a focus on ‘administration’ during the 1960s and 1970s to the embrace of ‘leadership for learning’ as the dominant theme during recent generations. This paradigm shift has not only reshaped the focus of research but also the identity of educational leadership and management as a field of study.
- Full Text:
Teacher perception of the competence of the school management team in using a professionally inviting culture and its influence on job satisfaction
- Authors: Heunis, Floris Albertus Jakobus
- Date: 2021
- Subjects: Educational leadership , School management teams , Teachers - Job satisfaction
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486154 , uj:44212
- Description: Abstract: This research aimed to determine teachers’ perceptions on the effectiveness of school management teams to create a professionally inviting culture as a sub-dimension of holistic education and its effects on job satisfaction. To determine the recommendations, 703 teachers and educational managers responded to an electronic survey that contained a range of questions asking the respondents to express their perceptions of their school management team. All types of schools across South Africa were invited to participate. The results indicated that there is a significant positive correlation between teachers’ perceptions of their school management team and job satisfaction. The most important finding was that a professionally inviting culture has a direct statistically significant effect on aspects which enhance job satisfaction, while aspects that impeded job satisfaction act as a moderating variable between a professionally inviting culture and aspects enhancing job satisfaction. With respect to the professionally inviting culture factor, the most important variable positively affecting teacher perception is the relationships between the school management team members and the teachers. Qualification level and duration of teaching experience also played a major role. The final component was a positive correlation between the general management effectiveness of the school management team and the increase in the perceived presence of a professionally inviting culture to enhance job satisfaction. The importance of good professional relationships is a vital component in the creation of a professionally inviting culture as a sub-dimension of holistic leadership. , M.Ed. (Educational Leadership and Management)
- Full Text:
Teacher perceptions of the competence of the school management team to utilise authentic collaboration as an aspect of holistic leadership and its influence on their job satisfaction
- Authors: Ismail, Fatema
- Date: 2021
- Subjects: School management and organization , Teacher-principal relationships , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/473666 , uj:42668
- Description: Abstract: Attempts to advance the standard of teaching and learning in South African schools has resulted in the development of various legislative mandates advocating collaborative forms of school leadership. As a result, the school management team is left limited in their application. They are expected to raise student outcomes and pressure is consecutively thrust upon teachers to deliver academic excellence. Due to this and hierarchical bureaucratic systems in schools, collaboration is often viewed as a luxury rather than a priority. It is somewhat practiced in a contrived way instead of in an authentic collaborative manner steering towards a more holistic approach to school leadership. This quantitative study investigates the competence of school management teams in their use of authentic collaboration as an aspect of holistic leadership, via the perceptions of teachers. Analysis of data acquired from a sample of 700 teachers indicated indecisiveness of the teachers in this regard. The Structural Equation Model displayed a positive and direct relationship between the teachers’ perceptions of the competence of the school management team in using authentic collaboration to influence aspects of increased job satisfaction, indicating that as the use of authentic collaboration increases at schools, so too will the job satisfaction in teachers. However, aspects that hinder job satisfaction should be kept to a minimum as they influence the association of the two constructs. The school management team should therefore be cognisant of the potential use of authentic collaboration in schools to power efficacy, teacher retention, and teamwork in attaining the fundamental aim of education. , M.Ed. (Education)
- Full Text:
The impact of COVID-19 on female school leadership in the Tshwane South District
- Authors: Mgiba, Penelope Joana
- Date: 2021
- Subjects: COVID-19 Pandemic, 2020- - Educational aspects - South Africa , Educational leadership , Educational change
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/495807 , uj:45178
- Description: Abstract: This is a qualitative study that explores the impact of COVID-19 on female school leadership. Despite the gender stereotypes and gender roles in South Africa, female school leaders are still experiencing challenges in school management positions even during the pandemic. This study aims to explore the perceptions of six female school leaders who were impacted by the COVID-19 pandemic negatively and battled personally and professionally; yet despite those challenges they still succeeded as school leaders. The researcher used a qualitative method because it was the most suitable method for interpreting the female leaders’ attitudes, experiences, and understanding of a specific circumstance. The aim was to gain in-depth information about the influence of COVID-19 on female leadership styles particularly in public schools. An interpretive paradigm was employed in order to explore the experiences of the six female school leaders. Purposive sampling was used for the selection of the participants. This study utilised a thematic analysis method to analyse the data. Data was collected by means of in-depth and semi-structured interviews supported by document analysis of school documents. To ensure the validity of the study, the interviews were transcribed verbatim. Role theory was used to frame this study – it helped conceptualise and analyse the situation that female school leaders are still confronted with in their gender roles and expectations in the society... , M.Ed. (Educational Leadership and Management)
- Full Text:
The impact of leadership style on teachers' motivational needs in rural schools
- Authors: Van Damme, Arno Nicolaas
- Date: 2021
- Subjects: Educational leadership , School management and organization , Motivation in education , Rural schools
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486114 , uj:44208
- Description: Abstract: In this study, the impact of principals’ leadership styles on teachers’ motivational needs in rural schools was investigated. Teacher motivation is seen as a driving force for the success of a school, teaching, and learning. It is a core task of the principal and leadership in the school to ensure that teachers are motivated to achieve excellence in their school. The manner in which a principal leads can have an effect on how motivated teachers at the school are. Previous research has focussed mainly on single leadership styles, while a comparison between leadership styles and the effect on teacher motivation have not gained much attention. Literature about leadership, success at schools, motivation, and the relationship between the two concepts have been utilised to conceptualise these concepts. This study was done from a positivist perspective and a path-goal framework. A quantitative research approach was followed with a quantitative survey design. A demographic questionnaire, a leadership style questionnaire and motivational questionnaire were utilised. Targeted sampling was used, and data were analysed with descriptive and inferential statistics. The findings in this study show discrepancies, as the results in this study were not statistically significant; yet a very large amount of the variance seen in teacher motivation could be explained by principals’ leadership styles, while a strong negative relationship was found between the two variables under investigation. These findings contradict and correspond with findings of previous research studies in the same area of interest. Accordingly, further investigation into this area of research is necessitated. Yet, doing this study also made contributions, as it was found that a strong, negative relationship exists between principals’ leadership styles and teacher motivation, while 41.4% of the variance in teacher motivation depends on the principal’s leadership style. , M.Ed. (Educational Leadership and Management)
- Full Text:
Science mapping research on educational leadership and management in Turkey : a bibliometric review of international publications
- Authors: Gumus, S. , Bellibas, M. , Gumus, E. , Hallinger, P.
- Date: 2020
- Subjects: Systematic review , Administration , Educational leadership
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/438710 , uj:38141 , Citation: Gumus, S. et al. 2020. Science mapping research on educational leadership and management in Turkey : a bibliometric review of international publications.
- Description: Abstract: Over the past two decades, there have been significant efforts to investigate knowledge produc-tion in the field of educational leadership and management (EDLM) in non-Western contexts. Consistent with this effort, the present paper aims to identify the contribution of Turkish scholars to the international EDLM literature. More specifically, the review examined the volume, jour-nals, authors, types of papers, most frequently used keywords, citation impact, and co-citation networks of papers associated with Turkish EDLM scholars. Bibliometric methods were em-ployed to examine 313 papers published by Turkish scholars in internationally recognized jour-nals. The results show that while Turkish EDLM scholars have predominantly published in Tur-key-based journals, there has also been a substantial increase in the number of papers published in international journals in recent years. This literature is largely empirical with topical foci con-centrated on issues surrounding school leadership and organizational behavior. Author co-citation analysis identified three main Schools of Thought in the Turkish literature: Leadership for Learning, Leading Teachers, Administrative Behavior and Effects in Turkey. Several rec-ommendations are made in order to further develop EDLM field in both Turkey and other emerging countries.
- Full Text:
Principals’ role in capacity development of post level one teachers for school leadership
- Authors: Khanyi, Jabulani G
- Date: 2019
- Subjects: School principals , Educational leadership , Teachers - In-service training
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411925 , uj:34638
- Description: Abstract: This study was undertaken to understand principals’ role in capacity development of post level one teachers for school leadership. The success of a school and high learner achievement depends largely on good leadership and it is highly unlikely that poor or ineffective school leadership will lead to successful schools. Leadership development may occur through pre-service and in-service preparation programs. Pre-service leadership preparation programs occur where a deliberate action is taken by an individual to learn about leadership skills. In-service leadership development takes place when internal processes are put in place within schools to build leadership capacity. This study argues that it is principals who need to ensure that opportunities exist for in-service leadership development programs for post level one teachers. The official tool or instrument that the Department of Basic Education (DBE) prescribes for teacher appraisal and teacher development in South Africa is Integrated Quality Management System (IQMS). However, scholars who have examined professional development in schools find that IQMS to some extent is inadequate, unsuitable and therefore “deficient” in some areas of capacity development. The Advanced Certificate in Education in School Leadership (ACELM), introduced by the Department of Education (DoE) to develop school leadership was also found to be not in compliance with international standards and subsequently the programme was discontinued. For this study, a qualitative approach was selected to understand the role that principals play in building leadership capacity in post level one teachers in their schools. The sampling in this study was purposeful non-probability, where participants were carefully chosen to reflect characteristics of the sampled population, as it provided avenues for detailed exploration and understanding of the phenomena, namely, capacity building, that the researcher wished to study. In-depth semi structured individual interviews were conducted with ten (10) participants, that is the principal and four (4) post level one teachers at each of the two schools. Data collected from the interviews and documents were analyzed by means of an analytical technique and content analysis respectively, which are used in qualitative research to describe and explain social occurrence in a natural setting... , M.A. (Educational Leadership and Management)
- Full Text:
The influence of higher education ranking systems : an institutional leadership perspective
- Authors: Loock, Petrus Johannes
- Date: 2019
- Subjects: Educational leadership , Universities and colleges - Ratings and rankings
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/402050 , uj:33629
- Description: Abstract : Competition between universities has intensified with the rise and expansion of Higher Education Ranking Systems (HERS). Many researchers agree that the HERS, and the publication of annual rankings, has influenced all participating institutions to some extent (Espeland & Sauder, 2015; Hazelkorn & Ryan, 2013; Rauvargers, 2013). This study was designed to investigate these influences as perceived by institutional leaders. The objectives of the study were to identify the various influences HERS exert on universities, and compares the extent to which institutional leaders from South Africa, South East Asia, Australia and the Arab Gulf experience these influences. The literature review includes discussions on the flow of international higher education, global phenomena like internationalisation, marketisation and an increased demand for higher education, and how these contributed to the development of HERS. The literature review contains an in-depth analysis of the big-three rankings (QS WUR, THE WUR and the Shanghai Ranking ARWU), and a discussion on the economic, cultural and political push and pull of the global knowledge economy. To identify and compare the influences of HERS on universities, the researcher employed a sequential mixed method study design, opting to conduct a qualitative exploration prior to a quantitative examination. The qualitative phase involved interviews with 25 institutional leaders to identify the numerous ranking-related influences on universities. The researcher employed two cycles of emergent coding to uncover the themes and categories within the interviews. In the second phase of the study, the themes and categories informed the development of a 65-item questionnaire to test the emergent aspects on a wider audience (86 international respondents). The questionnaire results confirmed the majority of the items underpinning the themes and categories. The third phase employs a mixture of quantitative and qualitative information to compare experiences from institutional leaders in South Africa, Arabian Gulf, Australia and South East Asia. The outcomes were presented in four exemplar case studies, featuring the results of nonparametric statistical analyses (Kruskal Wallis and Dunn Bonferonni), regional-specific comments and contextual literature... , Ph.D. (Education Leadership and Management)
- Full Text:
Professional learning communities as a strategy for advancing teacher leadership
- Authors: Ebrahim, Sumayah
- Date: 2018
- Subjects: Educational leadership , Teacher effectiveness , Teachers - Professional relationships , Professional learning communities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401983 , uj:33620
- Description: Abstract : , M.Ed. (Educational Leadership and Management)
- Full Text:
Resistance to school mergers in a rural region in the Limpopo Province : the perspectives of traditional leaders, principals and parents
- Authors: Mkhabele, Ntiyiso Norman
- Date: 2018
- Subjects: Educational leadership , Schools - Centralization , School management and organization
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286529 , uj:31005
- Description: M.Ed. , Abstract: To address huge infrastructure backlogs together with a decrease in student enrolments in rural regions, the Department of Education (DoE) proposed the merger of small schools. However, the proposed school mergers were contested by local communities who engaged in protest marches. Furthermore, traditional leaders were at the forefront of the opposition to mergers. Thus, this study investigated the perspectives of traditional leaders, principals and parents regarding their resistance towards school mergers in the Vhembe region of the Limpopo Province. The study was conducted within a qualitative research approach. Data were collected through face-to-face, semi-structured interviews with traditional leaders, parents and principals. Consequently, the most important finding of this study is that a merger is precipitated by poor consultation with stakeholders namely, teachers, learners, parents and traditional leaders. Another significant finding was that stakeholders do not trust the Department of Education to provide reliable transport for learners to travel to schools in neighbouring villages. Furthermore, a cause of the resistance to mergers is because schools are regarded as symbols of community identity and heritage. The study led to the recommendation that the Department of Education must convene meetings with stakeholders to provide them with information before the merger process starts. Furthermore, the school district should ensure that reliable transport will be provided if learners have to travel great distances as a result of a school merger.
- Full Text:
The principal as instructional leader in the facilitation of curriculum changes : implications for the provision of quality education
- Authors: Govindasamy, Vanitha
- Date: 2018
- Subjects: School principals , Curriculum change , Educational leadership
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401999 , uj:33622
- Description: Abstract : Change is an on-going process which is deemed necessary and is a significant part of educational practice. Principals are therefore required as instructional leaders to be the driving force in ensuring that change, more especially curriculum changes are successfully facilitated. In the process of facilitating curriculum changes, the principal as the instructional leader is responsible for the provision and management of different curriculum activities associated with strategies, programmes and planning. The South African education system, like some other countries across the world has gone through several curriculum changes over the last two decades and principals now more than ever are expected to play a crucial role in the management of curriculum change programmes along with the overall provision of quality education. It thus becomes imperative for school principals to give prominence to their role as instructional leaders by emphasising best curriculum practices and staying focused on the development and maintenance of quality education. Despite this essential role of principals as instructional leaders, research is limited on how principals understand their role and how these understandings in turn impact on the effective facilitation of curriculum changes. The aim of this study was to research this gap and directly explore how principals perceive and carry out their role as instructional leaders in facilitating curriculum changes. Furthermore, in South Africa, based on numerous reports highlighting poor learner performance in schools, we question whether or not principals are equipped with the necessary instructional leadership skills and expertise required to lead and facilitate curriculum changes in schools. The study was informed by literature related to a theoretical frame of reference on instructional leadership, the features of instructional leadership that impact on the role of the principal in facilitating curriculum changes and selected models of instructional leadership... , Ph.D. (Educational Leadership and Management)
- Full Text:
The role of the school principal in addressing the use of performance enhancing drugs in schools
- Authors: Rooyakkers, Gerard Eugene
- Date: 2018
- Subjects: Doping in sports , Youth - Substance use , School principals , Educational leadership , Drug abuse - Study and teaching
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/411779 , uj:34619
- Description: Abstract: The ever increasing use of ‘substances’ including anabolic steroids, amongst many other products, has ‘entered’ South African Schools and associated extra mural activities (Gradidge 2010). Extra mural activities are historically part of the fabric of South African schools. Learners within South African schools have developed physically over the last twenty years. This is ‘unnatural’ growth. The ‘unnatural’ growth cannot have developed undetected. Legislation needs to be available to the relevant authorities that allow action to be followed ultimately aimed at protecting the integrity of the extra mural activities structure, the educational institution and those students who are able to participate without the use of performance enhancing drugs. The ‘win at all costs’ mentality cannot be allowed in schools – this is not accepted as correct education practice. The financial rewards and future prospects are forcing younger and younger individuals to begin using the various products available. Peer pressure and parental expectation as well as a poor self-image (Kuschke 2013), are certain factors among others, influencing the individuals to indulge in ped. Short and long term, physical and psychological impact on the individual may still be premature - research and recording may well be a decade or generation in arrears. Legislation pertaining to the use of drugs is clearly discussed in the South African Schools Act. Policies and legislation on the control and management of drug abuse in schools includes the Regulations for Safety Measures at Public Schools, Government Gazette No. 22754 of 12 October 2001 (Barry 2006). The particular policies advocate a contribution to effective prevention, management and treatment of drug abuse. Furthermore, this is meant to be complimented by the National Drug Master Plan 1999 - 2004 (Department of Welfare). This has all been formulated to give effect to the South African Constitution in terms of the various proposed rights including the right not to be unfairly discriminated against, the right to privacy as well as bodily and mental well-being. This policy takes cognizance of the principles associated with the United Nations Convention in the rights of the Child and the Guidelines for the consideration of Governing Bodies in Adopting a Code of Conduct for the learners... , D.Phil. (Education)
- Full Text:
The influence of principals’ emotional intelligence on their instructional leadership
- Authors: Venter, Dirk Johan
- Date: 2017
- Subjects: School principals - Psychology , Emotional intelligence , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286473 , uj:30998
- Description: Abstract: This study investigated how emotional intelligence relates to instructional leadership as a strategy to enhance the quality of education leadership practice. There is a current need in South Africa to improve education leadership practice in order to improve the quality of education. This study is located in the post positivist paradigm and a quantitative research approach was employed. Two instruments were utilised to collect data, namely, the Emotional Intelligence Appraisal to measure the level of principals’ emotional intelligence and the Principal Instructional Management Rating Scale, to measure principals’ instructional leadership in selected components of instructional leadership. The dimension of instructional leadership that was the focus of this research was ‘Managing the Instructional Programme’ which comprises three components: ‘Supervise and Evaluate Instruction’, ‘Coordinate the Curriculum’, and ‘Monitor Student Progress’. Descriptive statistics were used to obtain a biographical profile of the participants with respect to attributes such as age, ethnicity, gender, qualifications, and experience. These statistics provided an outline of the nature and distribution of participants’ responses to the two data collection instruments. Inferential statistics, more specifically Pearson’s correlation coefficient, was used to determine the relationship between two sets of interval or ratio data. Testing for statistical significance was undertaken. The findings indicated that emotional intelligence was moderately related to the instructional leadership components of Supervise and Evaluate Instruction’, ‘Coordinate the Curriculum’, and ‘Monitor Student Progress’. Age, ethnicity, years of experience and leadership experience were not statistically significantly related to emotional intelligence. However, the findings indicate that gender was moderately related to emotional intelligence because the emotional intelligence score of females compared to males was slightly higher. The research findings further revealed that emotional intelligence was positively related to principals’ instructional leadership performance. It is recommended that emotional intelligence is an area that ought to be considered for the professional development of principals. Emotional intelligence could also be considered by principal selection committees when they draft interview questions. This study draws attention to the concept of emotional intelligence as an... , M.Ed.
- Full Text:
A class act : impression management strategies employed by South African educators
- Authors: Samuel, Avinesh Norman
- Date: 2016
- Subjects: Psychology, Industrial , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/124649 , uj:20942
- Description: Abstract: Orientation: Impression management (IM) is a pervasive social phenomenon whereby people manage and control their behaviour when engaging with others, in order to have these others form a particular impression of them. Research purpose: The broad aim of this study was to contribute to the IM debate, by focusing on, shedding light into, and ultimately building new knowledge on IM strategies employed by secondary school educators in South Africa. Motivation for this study: IM has increasingly garnered the attention of industrial and organisational psychology scholars, owing to the fact that it is acknowledged as a common social phenomenon that extends to organisational settings. However, it was discovered that IM studies in the South African work context are minimal and insubstantial, especially studies that are context specific. Moreover, IM studies within the education profession are rare. This constituted the rationale and impetus for the investigation. Research design, approach and method: The interpretive-constructivist paradigm was employed in conducting this study following a qualitative survey approach. The research participants comprised of ten professionally registered and actively employed educators, teaching at English medium high schools in the Gauteng area. Data was collected by means of direct participant observation as well as semi-structured interviews. Thematic analysis was used to analyse the data. Main findings: Findings of this study revealed that impression management strategies and tactics were employed by the high school educators, during interactions with multiple targets to achieve diverse goals. Eleven IM strategies were uncovered and divided into two categories namely, four pre-existing IM strategies (ingratiation; exemplification; self-promotion and accounts) and seven novel IM strategies (continuous improvement; professionalism; adaptability; inspiration; classroom management; recognition and openness). Practical/Managerial Implications: This study has implications for South African secondary education organisations and professionals that want to improve high school educator productivity through understanding educators’ usage of impression management. Contribution/value-add: This study contributes to the body of knowledge concerning impression management tactics employed by secondary school educators within the unique South African school education context. , M.Com. (Industrial Psychology)
- Full Text:
Women leading in disadvantaged school communities : a case study of the historical schools restoration project
- Authors: Edwards, Graeme Bentley
- Date: 2016
- Subjects: Women in education , Women school principals , Educational leadership
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245693 , uj:25453
- Description: Ph.D. , Abstract: Whilst the education profession is dominated by women, they remain underrepresented in leadership positions. For South African women, the situation is aggravated by the metaphorical hangover of Apartheid and patriarchy. Disturbing traditional perceptions of leadership and drawing on critical feminist theory, this study explored the educational leadership practices of women in disadvantaged rural communities. The aim of the study was to analyse the lived experiences of female education leaders in rural disadvantaged communities through a critical feminist lens. The research sites were selected from schools in the first phase of the Historical Schools Restoration Project (HSRP). Moreover, the research sites hold both geographic and historical-political significance. Geographically, the sites are located in rural, disadvantaged communities. The historical-political significance of the research sites lies in the fact that these historic schools played host to many of the leaders of South Africa’s liberation struggle. Indeed, Nelson Mandela is an alumnus of one of the schools in this study. This qualitative study adopted a case studies research design. Critiquing main stream educational leadership discourses and aligning with critical feminist research methodologies, motifs of social justice, difference, inequality and power imbalances were explored. In addition, this study drew on historical research methodology in order to describe past events and understand present day educational leadership contexts. Through purposive sampling, five historic schools and thirteen female participants were included in this study. In-depth interviews, focus groups, dyads, observations and archival document analysis were used as the main instruments for data collection. Data were analysed by qualitative data analysis, critical discourse analysis and feminist critical discourse analysis techniques. The findings of this study were derived from an analysis of female educational leadership through a critical feminist lens. These findings are presented in three parts. Part One presented an analysis of three historical eras experienced by the historic schools, namely, missionary education, Bantu education and post-Apartheid education. The findings highlight issues of power, gender inequality, patriarchy and ideological influences on educational leadership practices. It was found that the colonial ideologies of missionary education and the racist ideologies of Bantu...
- Full Text:
Female leaders navigating challenges in selected disadvantaged schools in Johannesburg North District
- Authors: Mia, Feroza
- Date: 2014-10-01
- Subjects: Women school administrators - South Africa - Johannesburg , Feminism and education - South Africa - Johannesburg , School management and organization - South Africa - Johannesburg , Educational leadership
- Type: Thesis
- Identifier: uj:12465 , http://hdl.handle.net/10210/12250
- Description: M.Ed. (Educational Management) , The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.
- Full Text:
Persoonlikheid en die identifisering van leerlingleiers in die sekondere skool : riglyne
- Authors: Waldeck, Huibrecht
- Date: 2014-02-18
- Subjects: Leadership - Case studies , Educational leadership , Personality assessment of youth , Student government - South Africa , Student participation in administration - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378186 , uj:4096 , http://hdl.handle.net/10210/9443
- Description: M.Ed. , The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.
- Full Text: