Developed teacher leadership in a township high school : an interpretive case study
- Authors: John, Daisy Mary
- Date: 2015
- Subjects: Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Teacher participation in administration -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2052 , http://hdl.handle.net/10962/d1018548
- Description: South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who passionately want progress in the youth of South Africa. What better way than to ‘Awaken the Sleeping Giant’ of teacher leadership, borrowing the term from Katzenmeyer and Moller (2009). This study was designed as a case study, the purpose of which was to find out about the enactment of teacher leadership in an Eastern Cape township high school as well as the enhancing and hindering factors to this enactment. This study was done as a replication study of a similar study done by a group of 11Master’s students at the University of KwaZulu-Natal in 2010. Similar to the original study, this case study was located within the interpretive paradigm and drew on school profiling, survey questionnaires, a focus group interview, selfreflective journals and individual interviews for its methods of data collection. The study was framed by distributed leadership while Grant’s (2008; 2012) Model of teacher leadership was adopted as the analytical tool. It emerged from the data that the three teacher leaders, my primary participants, exhibited teacher leadership across all four zones of Grant’s (2008) Model. The first zone was leadership in the classroom where all three teacher leaders showed leadership to varying degrees. Zones Two to Four are about leadership beyond the classroom into the school and beyond. In Zone Two, the zone where teachers work with each other and the learners outside the classroom, substantial levels of leadership were enacted by the three teacher leaders. Zone Three, where leadership is exhibited in whole-school development, the three primary participants showed distinct leadership qualities as well. The fourth zone, which is about interaction with neighbouring schools, also revealed that all three teacher leaders demonstrated active leadership on a regular basis. Findings further revealed that there were only a few inhibiting factors to the leadership of teachers at the case study school, including limited resources and infrastructure as well as insufficient support and acknowledgement from the relevant stakeholders when leadership initiatives were made, either successfully or otherwise. However, the enhancing factors superseded the inhibiting factors. A functional committee culture guided by a shared vision existed in the case study school together with an ethos of trust which enabled the staff to work collaboratively. Though there was certainly room for improvement in leadership practices at this case study school, the enactment of teacher leadership in this school illustrated a strong case of ‘developed’ teacher leadership (Muijs& Harris, 2007) within a dispersed leadership framing (Gunter, 2005)
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- Date Issued: 2015
Teacher leadership : a study in a township high school
- Authors: Kumalo, Elizabeth Nomso
- Date: 2015
- Subjects: Educational leadership -- South Africa -- Eastern Cape , Teacher participation in administration -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2038 , http://hdl.handle.net/10962/d1017349
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- Date Issued: 2015
Analysis of leadership and management challenges facing school principals in Circuit no. 12 of the King William's Town District of the Eastern Cape Province
- Authors: Ngangelizwe, Nomakaya Orrienda
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11653 , http://hdl.handle.net/10353/d1006981 , School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).
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- Date Issued: 2012
The principal factor : examining the role of principals in the success of their schools
- Authors: Dubula, Nomvuyo Mildred
- Date: 2011
- Subjects: School principals -- Training of -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8240 , http://hdl.handle.net/10948/d1010881 , School principals -- Training of -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape
- Description: In this Treatise, a study is undertaken to analyse and examine the role of school principals in the success of their schools; with specific reference to township high schools in the Port Elizabeth district (P.E. district). The study assumes that P.E. district principals, as leaders and managers should deliver essential services effectively, efficiently, and with optimal use of resources to attain maximum results in school performance. The same is expected of their counterparts in any part of the country, it is not exclusively demanded from PE district principals. In terms of the current education legislation and policy framework, the principals have to account for the performance of their schools. To this end the National Department of Education introduced legislation in 2007 to ensure that principals account to the Head of The Department of Education of the relevant province. Section 16 A of the South African Schools Act (SASA) was introduced by the Education Law Amendment Act 31/2007. The provisions of this section deal with “the functions and responsibilities of principals of public schools.” Specifically section 16A (1) (b) states that “The principal must prepare and submit to the Head of the Department an annual report in respect of: (i.) The academic performance of that school (ii.) The effective use of available resources.” Since the enactment of section 16 A as referred to above, the Provincial Departments have begun to make principals account for the success or failure of learners, for human resource development, financial management, parent involvement in school matters and the active participation of school governing bodies. What should be clear is that the above encompasses all the critical and fundamental aspects that have an impact on the progress of any educational institution. The combination of the two requirements stated above reflects the extent to which the Department of Education is committed to making certain that principals in their respective schools create an environment where learners can achieve their full potential. It is such creation of conducive environments that will enable all learners in the country to achieve equal opportunities in society irrespective of their original backgrounds. This ideal is consistent with section 9 of the Constitution, 1996 which provides for the right to equality of all people. The research, also assumes that leadership is about direction and purpose, while management lays emphasis on effectiveness and efficiency. Leadership and management are fundamental aspects of those duties and responsibilities associated with the position of a school principal. It is further postulated that, a good principal understands that circumstances determine the proportion of each of these elements that is required by any given situation i.e. whether more of leadership or bigger dose management is appropriate in dealing with a certain set of circumstances or not. The study identifies variables that make a school principal a strong leader and good manager and lists the following as the critical focus areas: Balancing instructional and managerial leadership Strengthening the connection between school and home Developing effective leadership Effective teaching practices Staff development The study also assumes that township schools are no exception to those in different parts of the country. Despite some serious daily challenges peculiar to the township situations, these schools still have to perform satisfactorily like all other institutions of learning. The legislative and policy framework applies equally to all schools. The study argues primarily that all schools can perform well and develop the potential of their learners to the fullest. The difference lies in the leadership and management of the respective institutions by their principals. All stakeholders are presumed to posses the potential, the ability and the urge to do their utmost best to render quality services that would lead to the attainment of excellent results. It is worthwhile for the system that those who show themselves to lack these attributes should be identified, not to weed them out but to assist so that they acquire the necessary skills and expertise. After all it is by strengthening the weakest link that a chain becomes strong.
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- Date Issued: 2011
Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study
- Authors: Lombo, Mzimkhulu Solomon
- Date: 2008
- Subjects: Education -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Educational change -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2001 , http://hdl.handle.net/10962/d1015541
- Description: The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.
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- Date Issued: 2008