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:
- 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...
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School management practices in establishing township school-community partnerships
- Authors: Ngobeni, Stanley Taren
- Date: 2017
- Subjects: School management and organization , School management teams
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/267965 , uj:28436
- Description: Abstract: School-community partnerships play a critical part in successful schools, frequently providing support and resources to meet staff- and learner needs that go beyond the school’s walls. Therefore, schools are inseparably part of the communities they serve and can be more successful and productive working with community organisations than if functioning separately. The purpose of the study is to explore school management practices in establishing and maintaining school-community partnerships and to further analyse the use of school-community partnerships by school management teams and community partners as an improvement strategy in striving for quality education in township secondary schools in the Johannesburg Central District. The study employs a concurrent triangulation mixed methods design (QUAN + QUAL) to investigate the partnerships between 100 school management team (SMT) members from 16 selected township secondary schools and their respective community partners to better comprehend each participant‘s views and lived experiences of the partnerships. The systems theory, partnership theory, highly effective community schools model and Tuckman’s collaborative development model function as theoretical frameworks to understand how school management practices are implemented. Quantitative results and qualitative findings found that the majority of participants had a positive understanding of how SMT members establish and maintain school-community partnerships. Participants expressed positive perceptions and experiences of partnerships. They also indicated an understanding of quality education. The participants further described and expressed positive strategies for establishing and maintaining partnerships. Despite some challenges associated with the partnerships, participants indicated some benefits of partnerships such as the provision of much-needed resources; intellectual-, emotional- and career development; improved quality education and academic performance; and better curriculum delivery. The participants expressed willingness to attend a professional development course on partnerships. The study concludes that school management practices in establishing and maintaining partnerships are critical for providing much-needed human- and material resources, especially to the poorly resourced township secondary schools. Schools managers and leaders need to develop a plan that incorporates community... , Ph.D.
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- Authors: Ngobeni, Stanley Taren
- Date: 2017
- Subjects: School management and organization , School management teams
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/267965 , uj:28436
- Description: Abstract: School-community partnerships play a critical part in successful schools, frequently providing support and resources to meet staff- and learner needs that go beyond the school’s walls. Therefore, schools are inseparably part of the communities they serve and can be more successful and productive working with community organisations than if functioning separately. The purpose of the study is to explore school management practices in establishing and maintaining school-community partnerships and to further analyse the use of school-community partnerships by school management teams and community partners as an improvement strategy in striving for quality education in township secondary schools in the Johannesburg Central District. The study employs a concurrent triangulation mixed methods design (QUAN + QUAL) to investigate the partnerships between 100 school management team (SMT) members from 16 selected township secondary schools and their respective community partners to better comprehend each participant‘s views and lived experiences of the partnerships. The systems theory, partnership theory, highly effective community schools model and Tuckman’s collaborative development model function as theoretical frameworks to understand how school management practices are implemented. Quantitative results and qualitative findings found that the majority of participants had a positive understanding of how SMT members establish and maintain school-community partnerships. Participants expressed positive perceptions and experiences of partnerships. They also indicated an understanding of quality education. The participants further described and expressed positive strategies for establishing and maintaining partnerships. Despite some challenges associated with the partnerships, participants indicated some benefits of partnerships such as the provision of much-needed resources; intellectual-, emotional- and career development; improved quality education and academic performance; and better curriculum delivery. The participants expressed willingness to attend a professional development course on partnerships. The study concludes that school management practices in establishing and maintaining partnerships are critical for providing much-needed human- and material resources, especially to the poorly resourced township secondary schools. Schools managers and leaders need to develop a plan that incorporates community... , Ph.D.
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Teacher leadership in public secondary schools in Lagos, Nigeria
- Authors: Olujuwon, Olutola Thompson
- Date: 2016
- Subjects: Educational leadership - Nigeria - Lagos , Education and state - Nigeria , High schools - Nigeria - Administration
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/64092 , uj:17148
- Description: Abstract: This qualitative, multiple case studies explore teacher leadership practices in the context of Nigerian senior secondary schools. It examines the perceptions and experiences of teacher leaders as well as how education policies affect the promotion of teacher leadership in Nigerian senior secondary schools. A purposive sample of nine teachers, three principals, three vice-principals and an education administrator was used. An individual semi-structured interview was used to obtain data that was supported by an analysis of Nigeria’s National Policy on Education. The study reveals that teachers were faced with challenges in the discharge of their duties. The challenges teachers face are due to a low societal perception of teachers and inadequate teaching and learning facilities coupled with micropolitics in schools. The study reveals that constant policy changes have an effect on teachers’ career progression, morale and productivity. Similarly, the findings from the study support the notion provided by theorists that administrators and teachers have vague conceptions about the meaning of teacher leadership. Futhermore, the findings reveal that the level of collaboration among teachers is low in relation to academic matters and high in matters related to extracurricular and social activities. Some of the barriers militating against teacher leadership that the findings highlight include: inadequate trust between teachers and administrators, school norms and beliefs, micropolitics and teachers’ attitudes towards work. The study recommends an adherence to ethical standards, professionalism in teaching and the provision of adequate funding to schools. The study also recommends that school leaders should delegate responsibilities and tasks based on capabilities, experience and qualifications. This will enable tasks to be accomplished timeously and efficiently. The study further recommends that teachers should be critical, educative, reflective and ethical in their dealings with stakeholders as this would empower them to question and challenge hegemony, words, actions and beliefs and emancipate themselves from micro politics that hinders them from leadership positions. This study contributes to a better understanding of teacher leadership in school. , D.Phil.
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- Authors: Olujuwon, Olutola Thompson
- Date: 2016
- Subjects: Educational leadership - Nigeria - Lagos , Education and state - Nigeria , High schools - Nigeria - Administration
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/64092 , uj:17148
- Description: Abstract: This qualitative, multiple case studies explore teacher leadership practices in the context of Nigerian senior secondary schools. It examines the perceptions and experiences of teacher leaders as well as how education policies affect the promotion of teacher leadership in Nigerian senior secondary schools. A purposive sample of nine teachers, three principals, three vice-principals and an education administrator was used. An individual semi-structured interview was used to obtain data that was supported by an analysis of Nigeria’s National Policy on Education. The study reveals that teachers were faced with challenges in the discharge of their duties. The challenges teachers face are due to a low societal perception of teachers and inadequate teaching and learning facilities coupled with micropolitics in schools. The study reveals that constant policy changes have an effect on teachers’ career progression, morale and productivity. Similarly, the findings from the study support the notion provided by theorists that administrators and teachers have vague conceptions about the meaning of teacher leadership. Futhermore, the findings reveal that the level of collaboration among teachers is low in relation to academic matters and high in matters related to extracurricular and social activities. Some of the barriers militating against teacher leadership that the findings highlight include: inadequate trust between teachers and administrators, school norms and beliefs, micropolitics and teachers’ attitudes towards work. The study recommends an adherence to ethical standards, professionalism in teaching and the provision of adequate funding to schools. The study also recommends that school leaders should delegate responsibilities and tasks based on capabilities, experience and qualifications. This will enable tasks to be accomplished timeously and efficiently. The study further recommends that teachers should be critical, educative, reflective and ethical in their dealings with stakeholders as this would empower them to question and challenge hegemony, words, actions and beliefs and emancipate themselves from micro politics that hinders them from leadership positions. This study contributes to a better understanding of teacher leadership in school. , D.Phil.
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Educators’ experiences of deracialisation in a historically advantaged school
- Authors: Chetty, Venie
- Date: 2015
- Subjects: Racism in education , Educational change
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/63974 , uj:17135
- Description: Abstract: Despite deracialisation and educational reform, educators have encountered a number of challenges that perpetuate hegemonic practices characteristic of the apartheid era. These challenges include unfair practices within principalship and governance, a lack of access to equitable education and a stifling of individual autonomy by the prescribed curriculum. This study focussed on educators’ experiences of deracialisation in a historically advantaged school in Johannesburg, in the east of Gauteng, South Africa. The aim of the study was to: (1) explore educators’ experiences in achieving educational reform, and (2) analyse the role of the school management team in navigating the process of deracialisation in post-apartheid South Africa. I conducted a qualitative case study at a historically advantaged (ex-Model C) school. This study was conducted through the lens of critical theory. The principal, institutional development and support officer and four educators were purposively selected to participate in the study. Data was elicited from the participants through the use of semi-structured interviews, and this was supported by document analysis. This study revealed that principals still adopt apartheid policies and practices, especially in limiting student access to schools. In addition, the handing over of governance to schools has failed to address inequalities prevalent in the education sector during the apartheid era. Furthermore, educators are unsuccessful in fulfilling their role as transformative individuals as they continue to employ apartheid principles in their practice. Insights gained could inform policy and practice in the following ways: (1) school management teams need to be equipped with skills to perform their duties; (2) educators must be involved in the process of establishing curriculum; and (3) intensive training of educators must be undertaken before the implementation of a new curriculum. , M.Ed.
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- Authors: Chetty, Venie
- Date: 2015
- Subjects: Racism in education , Educational change
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/63974 , uj:17135
- Description: Abstract: Despite deracialisation and educational reform, educators have encountered a number of challenges that perpetuate hegemonic practices characteristic of the apartheid era. These challenges include unfair practices within principalship and governance, a lack of access to equitable education and a stifling of individual autonomy by the prescribed curriculum. This study focussed on educators’ experiences of deracialisation in a historically advantaged school in Johannesburg, in the east of Gauteng, South Africa. The aim of the study was to: (1) explore educators’ experiences in achieving educational reform, and (2) analyse the role of the school management team in navigating the process of deracialisation in post-apartheid South Africa. I conducted a qualitative case study at a historically advantaged (ex-Model C) school. This study was conducted through the lens of critical theory. The principal, institutional development and support officer and four educators were purposively selected to participate in the study. Data was elicited from the participants through the use of semi-structured interviews, and this was supported by document analysis. This study revealed that principals still adopt apartheid policies and practices, especially in limiting student access to schools. In addition, the handing over of governance to schools has failed to address inequalities prevalent in the education sector during the apartheid era. Furthermore, educators are unsuccessful in fulfilling their role as transformative individuals as they continue to employ apartheid principles in their practice. Insights gained could inform policy and practice in the following ways: (1) school management teams need to be equipped with skills to perform their duties; (2) educators must be involved in the process of establishing curriculum; and (3) intensive training of educators must be undertaken before the implementation of a new curriculum. , M.Ed.
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