Distributive leadership in public schools : experiences and perceptions of teachers in the Soweto region
- Naicker, Suraiya Rathankoomar
- Authors: Naicker, Suraiya Rathankoomar
- Date: 2012-06-07
- Subjects: Educational leadership , Distributed leadership , Teachers' attitudes , School management and organization , Primary schools (Soweto, South Africa)
- Type: Thesis
- Identifier: uj:8651 , http://hdl.handle.net/10210/5007
- Description: M.Ed. , In current times, the increasing demands of principalship and the complex challenges facing schools have led to the emergence of distributive forms of leadership in schools. The dissatisfaction with traditional models of leadership has resulted in a paradigm shift where leadership focus on the position of individuals in the hierarchy has been rejected in favour of collective leadership practices. In an era of democracy, distributive leadership continues to attract attention as a relevant model for the twenty-first century school. This study investigated teacher experiences and perceptions of the practice of distributive leadership in South African public primary schools in the Soweto region. The study was framed within a pragmatic paradigm using a mixed methods research design. An exploratory sequential strategy was used where the qualitative phase of data collection and analysis preceded the quantitative phase. The sample comprised teachers who were not formally appointed as leaders and did not belong to the school management teams. In the qualitative phase focus group interviews were conducted in three schools. Document analysis was conducted to support the interview findings. The quantitative phase tested the findings from the qualitative phase using a standardised questionnaire. Various themes and sub-themes emerged from the qualitative study. The first theme, leadership styles, revealed that principals practiced autocratic rather than participative styles of leadership. The autocratic style restricted principals from redistributing power to teachers and excluded teachers from decision-making processes. The second theme, school climate, indicated that the present leadership style led to a negative school climate which in turn had an adverse impact on staff relationships, teacher morale and motivation, job satisfaction as well as teaching and learning. The third theme that emerged was communication with teachers expressing the need for openness and transparency in decision-making. The fourth theme identified was barriers to teacher leadership. This was supported by sub-themes which pointed to the lack of opportunities for teacher leadership, teacher isolation in lesson planning, a heavy teacher workload, the need for power sharing and the need for the professional development of teacher leaders. Finally, the benefits of distributive leadership were identified as the fifth theme and teachers perceived that distributive leadership would have a positive impact on job satisfaction, encourage delegation and give them a voice in decision-making.
- Full Text:
- Authors: Naicker, Suraiya Rathankoomar
- Date: 2012-06-07
- Subjects: Educational leadership , Distributed leadership , Teachers' attitudes , School management and organization , Primary schools (Soweto, South Africa)
- Type: Thesis
- Identifier: uj:8651 , http://hdl.handle.net/10210/5007
- Description: M.Ed. , In current times, the increasing demands of principalship and the complex challenges facing schools have led to the emergence of distributive forms of leadership in schools. The dissatisfaction with traditional models of leadership has resulted in a paradigm shift where leadership focus on the position of individuals in the hierarchy has been rejected in favour of collective leadership practices. In an era of democracy, distributive leadership continues to attract attention as a relevant model for the twenty-first century school. This study investigated teacher experiences and perceptions of the practice of distributive leadership in South African public primary schools in the Soweto region. The study was framed within a pragmatic paradigm using a mixed methods research design. An exploratory sequential strategy was used where the qualitative phase of data collection and analysis preceded the quantitative phase. The sample comprised teachers who were not formally appointed as leaders and did not belong to the school management teams. In the qualitative phase focus group interviews were conducted in three schools. Document analysis was conducted to support the interview findings. The quantitative phase tested the findings from the qualitative phase using a standardised questionnaire. Various themes and sub-themes emerged from the qualitative study. The first theme, leadership styles, revealed that principals practiced autocratic rather than participative styles of leadership. The autocratic style restricted principals from redistributing power to teachers and excluded teachers from decision-making processes. The second theme, school climate, indicated that the present leadership style led to a negative school climate which in turn had an adverse impact on staff relationships, teacher morale and motivation, job satisfaction as well as teaching and learning. The third theme that emerged was communication with teachers expressing the need for openness and transparency in decision-making. The fourth theme identified was barriers to teacher leadership. This was supported by sub-themes which pointed to the lack of opportunities for teacher leadership, teacher isolation in lesson planning, a heavy teacher workload, the need for power sharing and the need for the professional development of teacher leaders. Finally, the benefits of distributive leadership were identified as the fifth theme and teachers perceived that distributive leadership would have a positive impact on job satisfaction, encourage delegation and give them a voice in decision-making.
- Full Text:
Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province
- Authors: Kwinda, Azwifarwi Aaron
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , High school teachers , Teacher-principal relationships
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369403 , uj:7526 , http://hdl.handle.net/10210/8382
- Description: M.Ed. (Educational Leadership and Management) , The field of school leadership is currently preoccupied with the new idea of distributed leadership. Harris (2009:3) also writes that it is irrefutable that distributed leadership has become the idea of the moment. It is against this backdrop that this study aimed to explore the perceptions of teachers regarding the practice of distributed leadership in their respective schools. What propelled this research were the changes that are taking place in South African education system since 1994. This study explores the practice of distributed leadership in schools from a teacherbased perspective, rather than from the educational theorists and legislators’ point of view. The schools under study are the three secondary schools located within Johannesburg North District 10 in Gauteng Province. The research design followed a qualitative approach. Three secondary schools were sampled, and the data were collected through interviewing the teachers of different post levels (including principals), as individuals and in pairs. Documents containing minutes of the planning sessions and the first staff meeting were also used to triangulate the data. These documents showed how roles and responsibilities are allocated to each teacher in those three sampled secondary schools. The findings revealed that there are both benefits, and inevitable and inherent threats to the implementation of distributed leadership in the three schools. The benefits are that distributing leadership can raise school’s collective capacities, empower staff, and can encourage collaborative school cultures and decisionmaking; and all these can make the school effective because there is coperformance, collective agency and conjoint effort in running the schools’ affairs. However, there is inherent threat posed by the school’s hierarchical structure and the policy climate within which schools operate. These barriers cannot simply be underestimated or ignored, and it is naïve to assume that they would simply fall away to accommodate and support distributed leadership in schools.
- Full Text:
- Authors: Kwinda, Azwifarwi Aaron
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , High school teachers , Teacher-principal relationships
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369403 , uj:7526 , http://hdl.handle.net/10210/8382
- Description: M.Ed. (Educational Leadership and Management) , The field of school leadership is currently preoccupied with the new idea of distributed leadership. Harris (2009:3) also writes that it is irrefutable that distributed leadership has become the idea of the moment. It is against this backdrop that this study aimed to explore the perceptions of teachers regarding the practice of distributed leadership in their respective schools. What propelled this research were the changes that are taking place in South African education system since 1994. This study explores the practice of distributed leadership in schools from a teacherbased perspective, rather than from the educational theorists and legislators’ point of view. The schools under study are the three secondary schools located within Johannesburg North District 10 in Gauteng Province. The research design followed a qualitative approach. Three secondary schools were sampled, and the data were collected through interviewing the teachers of different post levels (including principals), as individuals and in pairs. Documents containing minutes of the planning sessions and the first staff meeting were also used to triangulate the data. These documents showed how roles and responsibilities are allocated to each teacher in those three sampled secondary schools. The findings revealed that there are both benefits, and inevitable and inherent threats to the implementation of distributed leadership in the three schools. The benefits are that distributing leadership can raise school’s collective capacities, empower staff, and can encourage collaborative school cultures and decisionmaking; and all these can make the school effective because there is coperformance, collective agency and conjoint effort in running the schools’ affairs. However, there is inherent threat posed by the school’s hierarchical structure and the policy climate within which schools operate. These barriers cannot simply be underestimated or ignored, and it is naïve to assume that they would simply fall away to accommodate and support distributed leadership in schools.
- Full Text:
The role of head of departments as instructional leaders in secondary schools : implications for teaching and learning
- Authors: Bambi, Alfred
- Date: 2013-05-06
- Subjects: Heads of departments , Educational leadership , High school department heads , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7528 , http://hdl.handle.net/10210/8384
- Description: M.Ed. (Educational Leadership and Management) , One of the most important issues facing education in South African schools today is the restoration of a sound culture of teaching and learning. This drive has resulted in acknowledging the key role head of departments (HoDs) as instructional leaders play in effective and improving schools. Principals are no longer the sole instructional leaders of schools. The restructuring of schools to empower teachers has resulted in the decentralization and distribution of leadership, keeping teaching and learning at the centre of their activities. Changes introduced by legislation as a drive to enhance the culture of teaching and learning in schools, have led to a significant change in the role of HoDs. Their central role as instructional leaders in all the programmes of a school and the impact they have on the tone and ethos which are conducive to teaching and learning is critical in the process of building a sound culture of teaching and learning. Unfortunately, an array of problem issues, criticisms and expectations has surfaced making the instructional leadership role of HoDs a complex and unpredictable one. Their role has become demanding over time and the work expected from them is increasingly at odds with their own ideas. In the quest for greater efficiency, a gap is created between their administrative responsibilities and the execution of their role as instructional leaders. The great demands made on them as far as their workload is concern and the lack of experience and training further compound the difficulties of executing their role as instructional leader. They also experience an increase in stress and emotional turmoil caused by government policies that are inconsistent. Prompted by these problems, this study, located within the qualitative research approach, focuses on the role of HoDs as instructional leaders and the implication it has on the culture of teaching and learning in secondary schools. Structured focus group interviews conducted with principals and five HoDs at five selected secondary schools in Ennerdale, as well as semi-structured interviews with teachers at these schools report on their understandings and perceptions on the role of HoDs as instructional leaders. Important available documents and observations were also be consulted and analysed to determine to what extend HoDs comply with statutory requirements in executing their roles.
- Full Text:
- Authors: Bambi, Alfred
- Date: 2013-05-06
- Subjects: Heads of departments , Educational leadership , High school department heads , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7528 , http://hdl.handle.net/10210/8384
- Description: M.Ed. (Educational Leadership and Management) , One of the most important issues facing education in South African schools today is the restoration of a sound culture of teaching and learning. This drive has resulted in acknowledging the key role head of departments (HoDs) as instructional leaders play in effective and improving schools. Principals are no longer the sole instructional leaders of schools. The restructuring of schools to empower teachers has resulted in the decentralization and distribution of leadership, keeping teaching and learning at the centre of their activities. Changes introduced by legislation as a drive to enhance the culture of teaching and learning in schools, have led to a significant change in the role of HoDs. Their central role as instructional leaders in all the programmes of a school and the impact they have on the tone and ethos which are conducive to teaching and learning is critical in the process of building a sound culture of teaching and learning. Unfortunately, an array of problem issues, criticisms and expectations has surfaced making the instructional leadership role of HoDs a complex and unpredictable one. Their role has become demanding over time and the work expected from them is increasingly at odds with their own ideas. In the quest for greater efficiency, a gap is created between their administrative responsibilities and the execution of their role as instructional leaders. The great demands made on them as far as their workload is concern and the lack of experience and training further compound the difficulties of executing their role as instructional leader. They also experience an increase in stress and emotional turmoil caused by government policies that are inconsistent. Prompted by these problems, this study, located within the qualitative research approach, focuses on the role of HoDs as instructional leaders and the implication it has on the culture of teaching and learning in secondary schools. Structured focus group interviews conducted with principals and five HoDs at five selected secondary schools in Ennerdale, as well as semi-structured interviews with teachers at these schools report on their understandings and perceptions on the role of HoDs as instructional leaders. Important available documents and observations were also be consulted and analysed to determine to what extend HoDs comply with statutory requirements in executing their roles.
- Full Text:
The role of principals as instructional leaders : implications for effective teaching and learning
- Moonsammy-Koopasammy, Lingusvarie Isavanie
- Authors: Moonsammy-Koopasammy, Lingusvarie Isavanie
- Date: 2013-05-06
- Subjects: School principals , Educational leadership , Effective teaching , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7521 , http://hdl.handle.net/10210/8378
- Description: M.Ed. (Educational Leadership and Management) , The ever changing social, political and economic environment of post-apartheid South Africa impacts seriously on the functionality of education in this country. This accelerated rate of change from the external environment places the onus on schools to provide quality education that is relevant to the demands of the changing world. However, South African schools were found seriously wanting. Over the past two decades concerted efforts have been made by the South African government to improve the quality of education. These efforts have not met with much success. Lack of effective leadership and commitment on the part of the principal has been cited as one of the main reasons why South African schools are performing poorly in international tests. In the previous dispensation, principals in South Africa had followed a model prescribed by the education authorities on how to fulfill their management roles. They could accomplish their task with relative sole authority within the prescribed parameters, without being compelled to seriously involve other stakeholders. However, management and leadership styles in South Africa have undergone major shifts. Decentralising responsibility and authority within the educational system, has created a need for the role of principals to be re-defined. The role of the principal as manager evolved into the role of principal as instructional leader. This proved to be a challenge for many principals. This study explored the role of principals as instructional leaders to facilitate effective teaching and learning in Gauteng East primary schools. The study was located in an interpretivist paradigm and a qualitative research design was employed. The sample was purposive and consisted of primary school principals in the Gauteng East region. A thorough examination of the duties of the principal as outlined in South African legislation and in current literature was conducted. Several existing models of instructional leadership were briefly discussed and a theoretical framework for the present study was outlined. Empirically, semi-structured individual interviews were conducted with the six principals. A document analysis was also carried out to verify and inform data collected during the interviews.
- Full Text:
- Authors: Moonsammy-Koopasammy, Lingusvarie Isavanie
- Date: 2013-05-06
- Subjects: School principals , Educational leadership , Effective teaching , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7521 , http://hdl.handle.net/10210/8378
- Description: M.Ed. (Educational Leadership and Management) , The ever changing social, political and economic environment of post-apartheid South Africa impacts seriously on the functionality of education in this country. This accelerated rate of change from the external environment places the onus on schools to provide quality education that is relevant to the demands of the changing world. However, South African schools were found seriously wanting. Over the past two decades concerted efforts have been made by the South African government to improve the quality of education. These efforts have not met with much success. Lack of effective leadership and commitment on the part of the principal has been cited as one of the main reasons why South African schools are performing poorly in international tests. In the previous dispensation, principals in South Africa had followed a model prescribed by the education authorities on how to fulfill their management roles. They could accomplish their task with relative sole authority within the prescribed parameters, without being compelled to seriously involve other stakeholders. However, management and leadership styles in South Africa have undergone major shifts. Decentralising responsibility and authority within the educational system, has created a need for the role of principals to be re-defined. The role of the principal as manager evolved into the role of principal as instructional leader. This proved to be a challenge for many principals. This study explored the role of principals as instructional leaders to facilitate effective teaching and learning in Gauteng East primary schools. The study was located in an interpretivist paradigm and a qualitative research design was employed. The sample was purposive and consisted of primary school principals in the Gauteng East region. A thorough examination of the duties of the principal as outlined in South African legislation and in current literature was conducted. Several existing models of instructional leadership were briefly discussed and a theoretical framework for the present study was outlined. Empirically, semi-structured individual interviews were conducted with the six principals. A document analysis was also carried out to verify and inform data collected during the interviews.
- 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:
- 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:
Fostering effective leadership and management with special reference to rural schools
- Authors: Captain, Busisiwe Glory
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , Rural schools , School principals - Training of
- Type: Mini-Dissertation
- Identifier: uj:7527 , http://hdl.handle.net/10210/8383
- Description: M.Ed. (Educational Leadership and Management) , There is considerable and growing evidence that principals can play a pivotal role in initiating school effectiveness particularly as it pertains to student academic performance. To be successful in such initiatives principals must motivate and encourage teachers, students, parents and other community members to join their effort in creating positive engaging school climate that increase the likelihood of student good performance. Educational changes in rural schools have an impact on managers and leaders in various ways. Principals are expected to lead and manage aspects such as curriculum, organizational change, resources and human resources. These challenges stem from a number of sources from within the school resources, from a community perspective and from the school setting itself. Today the administrative role and tasks of school principal are becoming increasingly complex and diverse. There is a need for principals to develop appropriate leadership skills to enable them to carry their tasks effectively. However, not all principals and teachers received proper training to execute their jobs effectively. Many rural school principals are in such unviable positions where they lack preparation programme in their leadership and management position. The researcher used a digital voice recorder and field notes to capture the data from all participants. An Individual participant interview was conducted from all participants. Raw material was sifted and the researcher managed to come out with themes and categories related to fostering effective management leadership in rural schools. The findings from this study are that being a school principal is not an easy job. The job is demanding and full of tension. More is expected of principals yet the principals yet the principals have not received much more in the way of help and support preparatory programmes in a form of training.
- Full Text:
- Authors: Captain, Busisiwe Glory
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , Rural schools , School principals - Training of
- Type: Mini-Dissertation
- Identifier: uj:7527 , http://hdl.handle.net/10210/8383
- Description: M.Ed. (Educational Leadership and Management) , There is considerable and growing evidence that principals can play a pivotal role in initiating school effectiveness particularly as it pertains to student academic performance. To be successful in such initiatives principals must motivate and encourage teachers, students, parents and other community members to join their effort in creating positive engaging school climate that increase the likelihood of student good performance. Educational changes in rural schools have an impact on managers and leaders in various ways. Principals are expected to lead and manage aspects such as curriculum, organizational change, resources and human resources. These challenges stem from a number of sources from within the school resources, from a community perspective and from the school setting itself. Today the administrative role and tasks of school principal are becoming increasingly complex and diverse. There is a need for principals to develop appropriate leadership skills to enable them to carry their tasks effectively. However, not all principals and teachers received proper training to execute their jobs effectively. Many rural school principals are in such unviable positions where they lack preparation programme in their leadership and management position. The researcher used a digital voice recorder and field notes to capture the data from all participants. An Individual participant interview was conducted from all participants. Raw material was sifted and the researcher managed to come out with themes and categories related to fostering effective management leadership in rural schools. The findings from this study are that being a school principal is not an easy job. The job is demanding and full of tension. More is expected of principals yet the principals yet the principals have not received much more in the way of help and support preparatory programmes in a form of training.
- Full Text:
Creation of a culture of learning and teaching as an aspect of strategic leadership
- Authors: Khatle, Anthony Gladwin
- Date: 2012-02-06
- Subjects: Learning , Teaching , Educational leadership , School management and organization
- Type: Thesis
- Identifier: uj:2026 , http://hdl.handle.net/10210/4378
- Description: M.Ed.
- Full Text:
- Authors: Khatle, Anthony Gladwin
- Date: 2012-02-06
- Subjects: Learning , Teaching , Educational leadership , School management and organization
- Type: Thesis
- Identifier: uj:2026 , http://hdl.handle.net/10210/4378
- Description: M.Ed.
- Full Text:
The perceptions of teachers of the impact of school principal leaderships’ on school effectiveness in two schools in Namibia
- Authors: Shalyefu, Taloshili Taarah
- Date: 2012-06-07
- Subjects: School principals , Educational leadership , School management and organization , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:8658 , http://hdl.handle.net/10210/5013
- Description: M.Ed. , This study investigated the perceptions of teachers with regards to the leadership styles of the principals of two Namibian schools, and the impact of those styles on the effectiveness of the schools. This study reviewed some approaches such as situational and transformational theories that formed part of theoretical framework. This was done to provide the context and to understand what contributes to making school leaders more effective. The three common leadership styles, namely the authoritative style, the laissez-faire style, and the democratic style, were studied in order to establish the leadership style that dominates in these two schools situated in the northern part of Namibia. A total of fourteen teachers were purposively selected. Research data was obtained through semi-structured interviews, observations and document analysis. The information collected provided answers to the following four main research questions: (1) To what extend do school principals in Namibia recognise that no one leadership style is right or wrong? (2) How do teachers perceive the leadership style of their principals? (3) To what extent do teachers recognise that whatever approach the principal adopts will have consequences with regards to the effectiveness of their own practice? (4) Is there a relationship between the leadership style adopted by the school principals and school effectiveness? The data was analysed from the transcribed verbatim of interviews. Interview transcriptions were analysed by finding themes, patterns and categories that fell under the main four research questions. Triangulation was done in order to find out whether the information collected with interviews, observation and document analysis were collaborating or not. The main findings of this study are that the two principals that were investigated both leaned towards a more collaborative and democratic leadership style by involving teachers and other stakeholders in education, particularly parents. The other finding of this study was that the leadership strategies that school leaders employ and the way things are done in school has a direct influence on the teaching and learning process. The study recommends, among other things, that school principals should provide balanced leadership and spend significant time in direct supervision of instruction and staff development activities.
- Full Text:
- Authors: Shalyefu, Taloshili Taarah
- Date: 2012-06-07
- Subjects: School principals , Educational leadership , School management and organization , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:8658 , http://hdl.handle.net/10210/5013
- Description: M.Ed. , This study investigated the perceptions of teachers with regards to the leadership styles of the principals of two Namibian schools, and the impact of those styles on the effectiveness of the schools. This study reviewed some approaches such as situational and transformational theories that formed part of theoretical framework. This was done to provide the context and to understand what contributes to making school leaders more effective. The three common leadership styles, namely the authoritative style, the laissez-faire style, and the democratic style, were studied in order to establish the leadership style that dominates in these two schools situated in the northern part of Namibia. A total of fourteen teachers were purposively selected. Research data was obtained through semi-structured interviews, observations and document analysis. The information collected provided answers to the following four main research questions: (1) To what extend do school principals in Namibia recognise that no one leadership style is right or wrong? (2) How do teachers perceive the leadership style of their principals? (3) To what extent do teachers recognise that whatever approach the principal adopts will have consequences with regards to the effectiveness of their own practice? (4) Is there a relationship between the leadership style adopted by the school principals and school effectiveness? The data was analysed from the transcribed verbatim of interviews. Interview transcriptions were analysed by finding themes, patterns and categories that fell under the main four research questions. Triangulation was done in order to find out whether the information collected with interviews, observation and document analysis were collaborating or not. The main findings of this study are that the two principals that were investigated both leaned towards a more collaborative and democratic leadership style by involving teachers and other stakeholders in education, particularly parents. The other finding of this study was that the leadership strategies that school leaders employ and the way things are done in school has a direct influence on the teaching and learning process. The study recommends, among other things, that school principals should provide balanced leadership and spend significant time in direct supervision of instruction and staff development activities.
- Full Text:
Principals’ experiences and expectations of the role of the institutional development and support official (IDSO) in supporting Gauteng schools
- Authors: Raath, Elsie Leonie Satie
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , School principals , Gauteng (South Africa). Department of Education
- Type: Mini-Dissertation
- Identifier: uj:7519 , http://hdl.handle.net/10210/8376
- Description: M.Ed. (Educational Leadership and Management) , There is widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Many schools have difficulty in managing education change and thus depend on districts for support. In the education hierarchy, districts are closest to schools and can potentially influence school development. They have an important role to play in driving systemic reforms and in establishing the conditions for continuous and long-term improvement in schools. In South Africa the school district and, in particular, the role of the IDSO has not been researched much. However, there is a growing interest in understanding the important role the IDSO could play in supporting schools. The aim of the research was to gain a clearer understanding from school principals in the Johannesburg West District in Gauteng as to how they think the IDSO can best support them. In order to realise the aim of the study, the following objectives were set, namely to: find out from participants what they understand the IDSO’s role to be; find out from participants how they experience the current role of the IDSO; and explore what role participants would like the IDSO to play in supporting schools. The research was located within the interpretative paradigm, using a case study method. Open-ended interviews allowed for a variety of rich narrative data which contributed to the findings in this research project. Despite the importance attached to school districts, internationally as well as in South Africa, there is a tendency to ignore districts in school reform. Furthermore, there is little published research on school districts in South Africa. This research study is intended to make a contribution to the research on school districts in South Africa.
- Full Text:
- Authors: Raath, Elsie Leonie Satie
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , School principals , Gauteng (South Africa). Department of Education
- Type: Mini-Dissertation
- Identifier: uj:7519 , http://hdl.handle.net/10210/8376
- Description: M.Ed. (Educational Leadership and Management) , There is widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Many schools have difficulty in managing education change and thus depend on districts for support. In the education hierarchy, districts are closest to schools and can potentially influence school development. They have an important role to play in driving systemic reforms and in establishing the conditions for continuous and long-term improvement in schools. In South Africa the school district and, in particular, the role of the IDSO has not been researched much. However, there is a growing interest in understanding the important role the IDSO could play in supporting schools. The aim of the research was to gain a clearer understanding from school principals in the Johannesburg West District in Gauteng as to how they think the IDSO can best support them. In order to realise the aim of the study, the following objectives were set, namely to: find out from participants what they understand the IDSO’s role to be; find out from participants how they experience the current role of the IDSO; and explore what role participants would like the IDSO to play in supporting schools. The research was located within the interpretative paradigm, using a case study method. Open-ended interviews allowed for a variety of rich narrative data which contributed to the findings in this research project. Despite the importance attached to school districts, internationally as well as in South Africa, there is a tendency to ignore districts in school reform. Furthermore, there is little published research on school districts in South Africa. This research study is intended to make a contribution to the research on school districts in South Africa.
- Full Text:
The effects of strategic planning in township schools
- Authors: Moyaha, N. N.
- Date: 2012-06-06
- Subjects: Educational leadership , Strategic planning , School management and organization , Township schools
- Type: Mini-Dissertation
- Identifier: uj:2477 , http://hdl.handle.net/10210/4932
- Description: M.Comm. , Since the inception of strategic planning, the different schools of thought, scholars, management practitioners and other disciplines have over-emphasised the importance of strategic planning in the world of work. Much emphasis was directed at the business world, ignoring the field of education. Lemmer (1994:225) evidently re-affirms that although there is a wealth of literature in this field, much of the research has been conducted in educational change, and little has been done in strategic planning and the management of change in schools. In consistency with Lemmer (1994: 225), Bush (2004:125) asserts that much of the focus on strategic planning was on profit-making business. The need for strategic planning in the education institutions has been intensified because of the severe resource constraints and increased expectations for accountability from external constituents such as state, provincial and national government. Welsch et al. (2006:45) re-affirm that strategic planning has become more important as colleges and universities attempt to navigate difficulties in confusing economic political and policy environments. It was also discovered that research and commentary on planning in higher education contains a handful of themes that consistently emerge in discussion about the difficulties in articulating and implementing institutional strategy. If strategic planning is properly implemented, evaluated and controlled, schools and higher education institutions will be able to align their resources with structure, strategies, human resources and other activities to ensure effective utilisation of resources that will maximise their performances and academic results. The outlined notion is confirmed by Welsh et al. (2006:115) who postulate that large organisations, including colleges and universities, need sophisticated planning processes to optimise the attainment of organisational goals. Finally, Ehlers and Luzenberg(2005:35) cited the successes of the two wealthiest non-profit organisation, namely the Roman Catholic Churches and Harvard Business School who in the world built their success and growth on strategic management. It should be noted that although the study focuses on strategic planning, it does not mean to suggest that other potential factors that cause failure in schools are ignored. Most of our learners, parents and communities are still living on hope that Education Institutions are having the abilities and capabilities of overcoming most of the challenges in future. The outlined notion above attempts to map-out the core of the study. This study acknowledges the strategic planning as a concept is difficult to quantify, and even more difficult to implement in today’s business environment. Investigation in-depth and with meticulous attention to detail will add value to the study.
- Full Text:
- Authors: Moyaha, N. N.
- Date: 2012-06-06
- Subjects: Educational leadership , Strategic planning , School management and organization , Township schools
- Type: Mini-Dissertation
- Identifier: uj:2477 , http://hdl.handle.net/10210/4932
- Description: M.Comm. , Since the inception of strategic planning, the different schools of thought, scholars, management practitioners and other disciplines have over-emphasised the importance of strategic planning in the world of work. Much emphasis was directed at the business world, ignoring the field of education. Lemmer (1994:225) evidently re-affirms that although there is a wealth of literature in this field, much of the research has been conducted in educational change, and little has been done in strategic planning and the management of change in schools. In consistency with Lemmer (1994: 225), Bush (2004:125) asserts that much of the focus on strategic planning was on profit-making business. The need for strategic planning in the education institutions has been intensified because of the severe resource constraints and increased expectations for accountability from external constituents such as state, provincial and national government. Welsch et al. (2006:45) re-affirm that strategic planning has become more important as colleges and universities attempt to navigate difficulties in confusing economic political and policy environments. It was also discovered that research and commentary on planning in higher education contains a handful of themes that consistently emerge in discussion about the difficulties in articulating and implementing institutional strategy. If strategic planning is properly implemented, evaluated and controlled, schools and higher education institutions will be able to align their resources with structure, strategies, human resources and other activities to ensure effective utilisation of resources that will maximise their performances and academic results. The outlined notion is confirmed by Welsh et al. (2006:115) who postulate that large organisations, including colleges and universities, need sophisticated planning processes to optimise the attainment of organisational goals. Finally, Ehlers and Luzenberg(2005:35) cited the successes of the two wealthiest non-profit organisation, namely the Roman Catholic Churches and Harvard Business School who in the world built their success and growth on strategic management. It should be noted that although the study focuses on strategic planning, it does not mean to suggest that other potential factors that cause failure in schools are ignored. Most of our learners, parents and communities are still living on hope that Education Institutions are having the abilities and capabilities of overcoming most of the challenges in future. The outlined notion above attempts to map-out the core of the study. This study acknowledges the strategic planning as a concept is difficult to quantify, and even more difficult to implement in today’s business environment. Investigation in-depth and with meticulous attention to detail will add value to the study.
- Full Text:
- «
- ‹
- 1
- ›
- »