1,721,016 research outputs found
A case study of the professional development of school principals in a professional learning community in the Eastern Cape.
No full textThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.The study was sparked by the current national outcry on school principals lack of professional leadership and management skills, knowledge and expertise which has resulted in poor student performance in schools, particularly in the Eastern Cape. The study sought to achieve three objectives. Firstly, to determine the methods employed in professional learning communities to develop school principals. Secondly, to make known the experiences of school principals with regard to their professional development within a professional learning community. Thirdly, to determine the impact of learning from professional learning communities on leadership and management practice of school principals, placing emphasis on student performance. This was a qualitative study which employed semi-structured interviews to collect data. The participants were six school principals from three selected high schools and three selected junior secondary schools in Matatiele district in the Eastern Cape. Gender and age representation were considered when selecting participants. Document analysis in the form of minutes of professional learning community meetings which had previously been held and attended by participant school principals were also used as a secondary source of data. Literature reveals that school principals in South Africa have not been adequately and professionally developed to meet the demands of leadership and management and the accompanying multitasking that a school principal must fulfill. Literature also reveals that professional learning communities in the United States of America, United Kingdom, New Zealand and other international countries have been successfully used as spaces for professional development of teachers and school principals. However, the study revealed that professional development of school principals in South Africa generally and particularly in the Eastern Cape is still in its infancy. A selective approach which is mostly superficial and reactive is adopted towards professional development of school principals. Therefore, the study has significant implications for policy development and implementation mechanisms for professional development of school principals. An integrated approach should be applied for holistic and accelerated professional development of school principals if the whole school improvement marked by quality learner performance is to materialise
Transnational experiences of teacher leadership: narratives of South African expatriate teachers.Izehleko zothisha abangabaholi emazweni ngamazwe=Okuxoxwa wothisha baseNingizimu Afrika abasebenza kwamanye amazwe.
Full text linkDoctoral Degree. University of KwaZulu-Natal, Durban.Over the past two decades, teacher migration has become popular amongst South African teachers. South African teachers are leaving their home country to go to the Gulf Cooperation Council (GCC) country schools owing to better job opportunities and better salaries as compared to South Africa. There are six GCC countries, which South African teachers are being recruited to. Not much is known about the experiences of the South African expatriate teachers, particularly as it relates to teacher leadership. Given this, the focus of the study is to explore the lived experiences of the South African expatriate teachers in the GCC country schools. The purpose of my study is threefold. Firstly, it seeks to make visible the identities of the South African expatriate teachers. Secondly, it explores how their personal and professional lived lives shape their enactment of teacher leadership. Thirdly, it seeks to make visible the enablements and constraints within the GCC country schools influencing the actualizing of teacher leadership. The study uses the teacher identity theory, the distributed leadership theory, and the teacher leadership theory as a lens. The study is positioned within the interpretivist paradigm. Methodologically, the study used narrative inquiry. The study utilized narrative interviews, photo-elicitation, and artefact inquiry to generate field texts. Field texts were then analysed using visual mapping and by finding participants' similarities and particularities of experience. The findings revealed that the South African expatriate teachers possess multiple selves. These multiple selves influenced their teacher leadership enactments in the GCC country schools. Furthermore, organizational culture plays a vital role in the advancement of teacher leadership within the schools, and teacher agency is a driver of teacher leadership in the GCC country schools. The study concluded that the South African expatriate teachers’ multiple selves become an asset in their practices of teacher leadership. Additionally, they exercised their agency by transforming themselves from primary agents to corporate agents to advance their teacher leadership practices. The study contributed to a ground-breaking phenomenon in educational leadership research on teacher leadership and South African expatriate teachers in the GCC country schools.
Iqoqa
Eminyakeni engamashumi amabili edlule, ukufuduka kwabafundisayo sekube nedumela kothisha baseNingizimu Afrika. Othisha baseNingizimu Afrika bashiya izwe labo baye ezikoleni zakwamanye amazwe zeGulf Cooperation Council (GCC) ngenhloso yokuthola amathuba emisebenzi angcono kanye nemiholo engcono uma uyiqhathanisa neholwa eSouth Africa. Ayisithupha la mazwe eGCC lapho othisha baseNingizimu Afrika bebuthelwa khona. Aluluningi olwaziwayo ngokuthi basebenza kanjani kwamanye amazwe, ikakhulukazi uma kuza ngasebuholini. Ngenxa yalokhu, lolu cwaningo lwagxila ekutholeni ngempilo yomsebenzi wothisha. Eminyakeni engamashumi amabili eyedlule, ukufuduka kwabafundisayo sekube nedumela kothisha baseNingizimu Afrika. Othisha baseNingizimu Afrika bashiya izwe labo baye ezikoleni zakwamanye amazwe zeGulf Cooperation Council (GCC) ngenhloso yokuthola amathuba emisebenzi angcono kanye nemiholo engcono uma uyiqhathanisa neholwa eNingizimu Afrika. Ayisithupha la mazwe eGCC lapho othisha baseNingizimu Afrika bebuthelwa khona. Aluluningi olwaziwayo ngokuthi basebenza kanjani kwamanye amazwe, ikakhulukazi uma kuza ngasebuholini. Ngenxa yalokhu, lolu cwaningo lwagxila ekutholeni ngempilo yomsebenzi yothisha baseNingizimu Afrika abasebenza ezikoleni zamazwe eGCC. Inhloso yalolu cwaningo yayikathathu. Okokuqala, lwaluhlose ukwenza othisha abasebenza ngaphandle babonakale ukuthi bangobani. Okwesibili, lwaluhlola ukuthi impilo yabo neyomsebenzi bayiphile kanjani ukuze bakwazi nokuba ngothisha abakwazi ukuhola abanye. Okwesithathu, lwaluhlose ukugqamisa lokho okwakubasiza kanye nokwakuyizithiyo ezikoleni ezingaphansi kweGCC okwakunomthelela ebuholini babo njengothisha. Ucwaningo lwasebenzisa izinjulalwazi i-teacher identity theory, i-distributed leadership theory, kanye ne-teacher leadership theory njengezinsizakuhlaziya. Ucwaningo lwakhetha indlelakubuka yomhumusho.
Ngokwezindlela zokuqhuba ucwaningo, kwakhethwa indlela elandisayo. Lwasebenzisa imposambuzo elandisayo, ukuthatha izithombe, kanye nobuciko obulondoloziwe ukuqoqa imininingo. Imininingo yahlaziywa kusetshenziswa imidwebo engamamephu kanye nokufanayo nokwahlukile ezimpilweni zababambiqhaza. Imiphumela yocwaningo yakhombisa ukuthi othisha abasebenza emazweni angaphandle banobubona obunhlobonhlobo. Lobu bubona bunomthelela ekuholeni kwabo njengothisha ezikoleni zamazwe eGCC. Ngaphezu kwalokho, kwatholakala ukuthi inqubo yangaphakathi ibamba iqhaza elikhulu ekuthuthukiseni ubuholi ngaphakathi ezikoleni, nokuthi ukusebenza ngokuzimisela kothisha yikhona okuqinisa ubuholi ezikoleni zeGCC. Lolu cwaningo luphetha ngokuthi ububona obunhlobonhlobo kothisha baseNingizimu Afrika yibona obube yifa ekusebenzeni kwabo njengabaholi. Ngaphezu kwalokho, bakwazi ukuzimisela ngokuthi bazishintshe ekubeni abazosiza kodwa bazithatha njengabantu abazosebenza enkampanini ukuze bathuthukise ikhono labo lobuholi. Lolu cwaningo lunikele ngolwazi olungandile kwezobuholi kwezemfundo ngokubheka ubuholi bothisha baseNingizimu Afrika abasebenza ezikoleni zeGCC kwamanye amazwe
Leadership for learning : a case study of three secondary schools in the Umlazi district of KwaZulu-Natal.
No full textMasters Degree. University of KwaZulu-Natal, Durban.The role played by the SMT members as leaders in South African schools is crucial due to the indirect impact on learner and school achievement. In this study I explored the following: How SMTs are operationalizing leadership for learning in their schools; Why the SMTs operationalise leadership for learning in particular ways and how SMTs are supported in their leadership for learning by school stakeholders. This study is underpinned by leadership for learning theory and instructional leadership theory.This study was located within the interpretivist paradigm and a qualitative research design was employed. The sample of the study was purposive and comprised one principal, one deputy principal and one HOD from each of the three secondary schools. Data was generated using semi-structured interviews and observations.
Various findings emerged from the study. In this study, it was found that the SMTs should work collaboratively as teams, because they have a tremendous role to oversee the implementation of the school policies and also to involve all the stakeholders in order to enhance effective teaching and learning in the school. The reason for the SMTs to practising leadership for learning was also clearly stated, which is to holistically improve both learner and school outcomes. Lastly, how the stakeholders such as teachers, SGBs, RCLs, DoE officials, and business support the SMTs was crucial to school success
Factors that influence educator work performance in four primary schools in KwaZulu-Natal.
No full textThesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.Effective schools are a pre-requisite for the transformation of society. However, for schools to function effectively, educators must work to their optimum levels, showing commitment, dedication and enhanced work performance. It is a challenge for school managers and policy implementers to ensure that educator's work performance is enhanced in the workplace. In this study I undertook to investigate factors that influence educator work performance. The rationale for the study took into consideration the constant demands placed on educators. By illuminating the factors that affect educator work performance, it is hoped that educators would receive the necessary support, assistance and guidance from all stakeholders in education so that educators may face and overcome current challenges in education, thus promoting work performance. As a result, educators will be able to execute their roles and responsibilities effectively in a rapidly transforming education environment. This study employed a qualitative research design. Through a process of random sampling, four Primary Schools from the Phoenix-West Ward of the Pinetown District in KwaZulu-Natal were chosen. The informants in this study comprised of eight level one educators. Two educators from each of the sampled schools were chosen through purposive sampling. The data was generated with the use of semi-structured interviews. The data gathered was received, coded and organized into themes, categories and sub-categories. Content analysis was used to analyze the data. The findings revealed that many factors influence educator work performance. Factors such as a good salary and work that is challenging enhance work performance. Praise and recognition, as well as democratic leadership styles by SMT's, also have a positive influence on work performance. Factors associated with poor work performance included, heavy teacher workloads, curriculum uncertainty, stress, favouritism and a lack of teaching resources and equipment. In addition to this, being self-motivated created an inner drive in the informants to perform at optimum levels. School managers should play a fundamental role in offering support, guidance and in motivating educators in the workplace. The study also revealed that there should be a strong bond between the Department of Education as the employer and educators as employees, whereby the Department of Education should implement motivation strategies to enhance educator work performance
A leadership tale of two school worlds : experiences of principals in fee paying and no fee paying schools.
Full text linkMaster of Education in Educational Leadership, Management and Policy. University of KwaZulu-Natal, Edgewood 2015.There are multiple school categorisations in the South African schooling system. One such categorisation is the fee paying and no fee paying schools. There is a dearth of scholarship on the experiences of principals leading in these school categorisations. This study therefore explored the leadership experiences of principals in fee paying and no fee paying schools and how these categorisations influenced such experiences. Principals in these schools contended with different leadership realities which impacted on the execution of the schools’ primary mandate of the delivery of quality public education. This study involved examining the leadership challenges of these principals in fee paying and no fee paying schools and how they alleviated such challenges to ensure that the teaching and learning processes were minimally or not compromised. To do this, I drew on the Complexity Leadership Theory (CLT) as the theoretical lens. Methodologically, a qualitative approach was employed. Four schools in Umlazi and Pinetown Districts of the KwaZulu-Natal Department of Education were purposively sampled and four school principals were interviewed. Two principals were from the fee paying schools and two were from the no fee paying schools. I also utilised document reviews to supplement data generated from interviews. The documents that were reviewed included the minutes of staff and School Governing Body (SGB) meetings.
The findings of the study revealed that the budgetary constraints emanating from either inadequacy of funding or unsteady flow of school fee revenue or both filtered through to various facets of school operations. This was mirrored in the resourcing and infrastructural capacities of these schools and the quality of education that they claimed to provide for their learners. Consequently, the principals employed a diversified cocktail of mitigation strategies which were tailor-made to respond directly to their unique school realities. It is recommended that the Department of Basic Education re-models or modify some sections of its funding policies, particularly of fee paying and no fee paying schools, so that they uncompromisingly address the unique leadership realities in these schools. Such a process may also ensure that these policies remain relevant to the plight of some learners in public schools and the ever-changing realm of educational practice
A case study of the instructional leadership practices of Mathematics Heads of Department in rural secondary schools.
Full text linkMasters Degree. University of KwaZulu-Natal, Durban.The purpose of this study is to gain a greater understanding of the instructional leadership practices
of mathematics Heads of Department in three researched schools. The study explored how
mathematics Heads of Department operationalise instructional leadership of mathematics in their
schools. The study further investigated the reasons why HODs use the instructional leadership
practices that they are using in leading mathematics. This study used the qualitative research
approach which was located in the interpretive paradigm. Furthermore, a case study design was
used and it allowed for an in-depth understanding of the phenomenon being studied. Three
mathematics Heads of Department from three schools at iLembe District were purposively
sampled based on mathematics learners’ academic performance. Semi-structured interviews were
used to generate data. The theoretical frameworks underpinning this study was the Far West Lab
model (1982).
The generated data was analysed. In analyzing the data, qualitative content analysis was performed
following the process of transcription. The texts were coded through the categorisation of words,
determination and expressions. Ultimately, catergories were linked to create connotation. Findings
point to the proper monitoring of teaching and learning of mathematics in rural secondary schools
by the Heads of Department. The main emphasis was on the sharing of vision and goals amongst
mathematics teachers regarding the teaching and learning of mathematics in their individual
schools ensuring alignment with CAPS requirements. Another finding highlighted the significance
of following the Department of Education policy guidelines for effectiveness in their departments.
A significant conclusion that was gleaned from this study was that mathematics Heads of
Departments should increase their levels of supervision and strategise their instructional leadership
practices to improve learner performance. The main recommendation is that sound instructional
leadership practices need to be enacted by mathematics Heads of Departments to improve learner
outcomes
Teacher leadership and its impact on school effectiveness : a case study of three secondary schools in KwaZulu-Natal.
No full textM. Ed. University of KwaZulu-Natal, Durban 2013.Abstract available in PDF file
Critical friends in school leadership: a case study of the development of departmental heads in high schools.
No full textMasters Degree. University of KwaZulu-Natal, Durban.In the intricate tapestry of human connections lies a unique facet: critical friendships. These alliances, characterised by trust, guidance, and diverse perspectives, hold particular relevance in school leadership, notably for Departmental Heads (DHs). This study explores Critical Friends (CFs) within high school leadership, drawing from Transformational Leadership Theory and Transformative Learning Theory, tracing their historical underpinnings and evolution. Utilising a case study methodology, this research pursues three primary objectives: firstly, identifying the contributors to DHs development as CFs; secondly, exploring the expansion of CF networks among DHs; and lastly, delineating the leadership domains where CF guidance is sought. Using semi-structured interviews and Metaphorical Photo-Elicitation (MPE), this case study delves into the dynamics of CFs in school leadership. Purposeful sampling ensures a mosaic of insights, capturing the kaleidoscope of participant perspectives. The findings of the case study further identify pivotal elements imperative for the cultivating and sustaining of CF networks. Among these elements, participants underscored the indispensability of listening skills, confidentiality, and honesty within such relationships. Trust emerges as a cornerstone in critical friendships, intricately intertwined with the practice of active listening. Participants in the study highlighted the pivotal role CFs play in supporting school improvement initiatives, particularly in low-performing schools, as observed in both research schools. DHs expressed engaging with CFs to strategise and implement approaches aimed at elevating their schools from the low-performance zone. This exploration serves to spotlight the indispensable role of CFs in the landscape of school leadership development, shedding light on their multifaceted contributions to growth, transformation, and resilience in DHs
A case study of teacher leadership in an education for learners with special educational needs school in KwaZulu-Natal.
No full textM. Ed. University of KwaZulu-Natal, Durban 2013.Currently, in school leadership a distributed perspective is supported by scholars in this field. Teacher leadership is seen as a means of operationalising distributed leadership. Drawing on this, the aim of this study is to explore the experiences of teacher leadership in a special education needs school. The study seeks to answer the following key questions:
What does it mean to be a teacher leader in an ELSEN (Education for Learners with Special Educational Needs School)?
How do teachers enact teacher leadership in an ELSEN school?
How does the SMT (School Management Team) promote/not promote teacher leadership in an ELSEN school?
Distributed leadership and teacher leadership are used as theories underpinning the study. The study is located within the interpretive paradigm and employs a qualitative case study approach. One of the strategies that qualitative research encompasses is case studies. One of the advantages of case study research is that you can use various kinds of methods to collect data. Case study research is flexible in regard to data selection, methods of data collection and analysis. In this study the context was an ELSEN school in KwaZulu-Natal and the informative participants used were five teachers, two heads of departments and the deputy principal. They were purposively selected. Semi-structured interviews with open-ended questions were used to generate data. The findings revealed that teachers play a meaningful role inside their classrooms, but beyond the classroom, leadership roles are lacking. Teachers do not understand the term teacher leadership and teachers should have a vision for their school
Emotional intelligence and school leadership : a study of primary school principals in the Pinetown District of KwaZulu-Natal.
No full textM. Ed. University of KwaZulu-Natal, Durban 2014.Decentralisation and devolution of power in the education system post 1994 in South Africa has brought additional roles and responsibilities for school principals. Consequently, school principals are now encountering enormous challenges in executing their leadership and management duties. Literature has shown that emotional intelligence ensures effective leadership therefore, school principals as leaders of schools require a fair measure of emotional intelligence to execute their roles effectively and also to deal with the challenges that they encounter more efficiently. Given this, this study explores the importance of emotional intelligence of school principals in selected primary schools. The study also explores possible strategies for managing emotions and ways of managing effective relationships at school. The study seeks to answer these key research questions: Why is it important for school principals to be emotionally intelligent?, What strategies do school principals use in managing their emotions?, How can school principals manage the emotions of others and relations with others better?. This study is underpinned by the theory of emotional intelligence and authentic leadership theory. It is located within the interpretive paradigm. It is a qualitative case study. It generated data from purposively selected school principals and educators using semi-structured interviews (school principals) and questionnaires with open-ended questions (educators). The findings revealed the importance of school principals being emotionally intelligent. The findings further furnished possible strategies of managing emotions for school principals and possible ways of managing relations in schools. Based on the findings and literature discussion around emotional intelligence and leadership, it is clear that there is a significant need for emotional intelligence to be included as part of the criteria in the selection process of school principals as well as in school principal’s development programmes
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