School of Education Management, Policy, and Comparative Education

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Open Access
A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: a case of one rural university in South Africa
(ERRCD Forum, 2024) Tsotetsi, Cias Thapelo; Onaolapo, Akinlolu Ademola
In this empirical study, we explore the challenges faced by lecturers at a rurally located university in South Africa as they try to balance the demands of research and teaching. Universities in rural areas play a crucial role in providing higher education access to underprivileged communities and promoting regional development. Our study is based on role theory, which emphasises the intended and unintended purposes of lecturer roles in society. Through a qualitative study of six lecturers, we examine the various issues they encounter when managing research and teaching commitments. We adopt a case study design within an interpretive paradigm. Semi-structured interviews were conducted with six new lecturers from the university to understand their personal experiences and perspectives on the tension between research and teaching, as well as the potential consequences for their research productivity. We use thematic analysis to analyse the collected data. The findings reveal that the participants at the university struggle to balance the demands of research and teaching, encountering various challenges in the process. These challenges include a lack of funding for research, limited research resources and facilities, and an overwhelming teaching workload. Based on the findings, the study suggests solutions and strategies to guide university administrators, policymakers, and lecturers in navigating this challenging landscape and fostering a supportive environment that values research and teaching contributions. This study contributes to the knowledge by proposing a model that lecturers can follow to balance their work roles.
Open Access
Alternatives to establishing conducive learning environment (AECLE) model for schools: assertive discipline perspective
(OpenED Network, 2024) Letuma, Motsekiso Calvin
Effective classroom management necessitates a continuous adaptation of teachers' tactics, due to the dynamic nature of the classroom, which comprises learners from diverse backgrounds. These individuals are influenced by the continuous changes that occur in response to the dynamic nature of the world. This paper presents a conceptual model framework for managing learner classroom indiscipline. This model is derived from a theoretical framework that was adopted during an empirical investigation, carried out in four Quintile 3 secondary schools in South Africa. The paper exclusively concentrates on a literature review of empirical studies pertaining to indiscipline in South African secondary schools, the studies that either adopted or explored the implementation of the assertive discipline model and relevant South African education legislation and reports from government websites. Based on assertive discipline theory, the alternatives to establishing a conducive learning environment model offers alternate solutions for managing learners' behavioural issues. The core component of the strategy focuses on proactive behaviour management strategies that encourage the school to take full responsibility for student conduct and disregard extraneous influences. The model emphasises implementing a behaviour management strategy that encompasses the articulation of expectations, the establishment of classroom rules, the communication and instruction of these rules to learners, the demonstration and reinforcement of desired behaviour, and the utilisation of consequences.
Open Access
Challenges of pre-service teachers' classroom participation in a rurally located university in South Africa
(Richtmann Publishing, 2022) Adebola, Oyinlola Omolara; Tsotetsi, Cias T.
Despite the enriched curriculum and pedagogical practices that expose everyone enrolled to be trained as professional teachers to teaching skills, the number of incompetent teachers produced by many higher learning institutions is still increasing. There is an outcry from the general public in South Africa. In order to gain insight into this concern, this study examined the challenges of pre-service teachers’ classroom participation in a rurally located university in South Africa. A qualitative research design of a case study approach was employed to collect data from ten years 3 and 4 pre-service teachers and five lecturers. A semi-structured and focus group discussion (FGD) was organised to collect data on a thematic analysis. The findings revealed that lack of preparation from both lecturer and student, the use of teacher-centred approach, difficulty in understanding English language, teaching workload, large classes, student background and tribalism are major challenges limiting pre-service teachers’ classroom participation in a rurally located university in South Africa. Pertinent recommendations were made, including student-centred and collaborative teaching and learning approaches that could encourage students to participate actively in classroom activities. This would also catalyse the pre-service teachers' involvement in the teaching and learning process.
Open Access
Collaboration: the key to managing discipline in South African schools
(Education Association of South Africa (EASA), 2022) Padayachee, Amy Sarah; Gcelu, Ntombizandile
South African schools are faced with an arguably insurmountable problem as a culture of indiscipline continually increases in schools. Despite being undeterred by the legal framework that guides stakeholders in the discipline crisis in schools, indiscipline in schools has soared to critical levels. Scant literature exists on how stakeholders collaborate in managing discipline in schools. The research reported on here was guided by the primary research question: How do stakeholders collaborate in managing discipline in schools? As such, in this article we explore how stakeholders collaborate in managing discipline in schools. Through purposive sampling, 16 participants from 4 secondary schools in KwaZulu-Natal were chosen to take part in semi-structured interviews. The sample of participants comprised school management team members (SMT); the principal, 1 head of department, 1 post-level 1 educator and 1 school governing body (SGB) member from 4 schools in the iLembe education district. Themes that emerged from the data include that implementation of the school code of conduct as one of the most effective strategies in managing discipline in schools. The inclusion of stakeholders such as the local community, the Community Police Forum, the South African Police Services and the Department of Social Development in the successful management of learner discipline surfaced as an important theme. Furthermore, participants asserted that a whole-school approach to the implementation of the code of conduct was successful in managing discipline. The participants revealed that the collaboration of stakeholders in schools was very important for the smooth running of the school, including the management of discipline.
Open Access
Conceptualising education for ecological democracy in Lesotho: an African philosophy of education perspective
(University of the Free State, 2022) Mutebi, Richard; Barnett, Emma; Kruger, Frans
Climate change is a global threat that has brought us to the edge of ecological precarity. The crisis we face due to climate change impacts all aspects of human life, a reality which raises substantial concerns while highlighting our communities' relationship with the environment. Natural factors such as volcanic eruptions, changing ocean currents, solar variations, and internal variability are experienced in different countries. These natural factors are inducing climate change at an alarming rate. Such natural factors have been identified among those responsible for the climate-related disasters experienced by various countries in the recent past. Therefore, we are compelled to articulate and put in place structures to mitigate the causes of climate change to the changes already occurring. This qualitative study explored the potential contribution of the African Philosophy of Education, grounded in communitarianism and expressed through the concepts of ubuntu and ukama, to conceptualising education for Ecological Democracy in the Lesotho education policy context. The study adopted a transformative paradigm to address the main research question: 𝘞𝘩𝘢𝘵 𝘱𝘰𝘵𝘦𝘯𝘵𝘪𝘢𝘭 𝘥𝘰𝘦𝘴 𝘵𝘩𝘦 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘗𝘩𝘪𝘭𝘰𝘴𝘰𝘱𝘩𝘺 𝘰𝘧 𝘌𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘰𝘧𝘧𝘦𝘳 𝘵𝘰 𝘤𝘰𝘯𝘤𝘦𝘱𝘵𝘶𝘢𝘭𝘪𝘴𝘦 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘧𝘰𝘳 𝘦𝘤𝘰𝘭𝘰𝘨𝘪𝘤𝘢𝘭 𝘥𝘦𝘮𝘰𝘤𝘳𝘢𝘤𝘺 𝘸𝘪𝘵𝘩𝘪𝘯 𝘵𝘩𝘦 𝘤𝘰𝘯𝘵𝘦𝘹𝘵 𝘰𝘧 𝘵𝘩𝘦 𝘓𝘦𝘴𝘰𝘵𝘩𝘰 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘱𝘰𝘭𝘪𝘤𝘺? A qualitative approach supported by a literature review, document and policy analysis unpacked the African Philosophy of education and its communitarianism concepts of ubuntu and ukama. As a literature review study, the study did not have participants but was guided by Samuel's guidelines on policy reading and Gagnon and Labonte's framework of analysis. I analysed the content of selected documents that address climate change in Lesotho and the Lesotho educational policy landscape to conceptualise the potential of Lesotho education for ecological democracy. Analyses of the documents revealed that climate change mitigation in Lesotho is possible when citizens are motivated to work through communities to maintain and preserve the Basotho cultural identity grounded within the African Philosophy of Education and its incorporation of the African ideas of ubuntu and ukama. By communitarianism living and observing democratic governance, people in communities learn to cooperate and collaborate, and care for the environment, and this will benefit not only humans but also non-humans through the creation of structures allowing harmonious living between humans and non-humans, and contribute to the knowledge of ecological democracy.
Open Access
Dynamics of managing learners’ classroom disruptive behaviour: experiences of secondary school staff, South Africa
(University of the Free State, 2023) Letuma, Motsekiso Calvin; Mdodana-Zide, L.; Nhlumayo, B. S.
The efficacy of the classroom environment in facilitating learning is contingent upon the teacher’s successful management of Classroom Disruptive Behaviour (CDB) and the degree to which learners adhere to the strategies the teachers use. The function of schools in influencing learners’ good behaviour is paramount due to the intricate nature of the behavioural challenges learners encounter, which stem from the different factors. The study explored secondary school staff’s experiences in the dynamics of managing learners’ disruptive behaviour in the classroom. The following subsidiary questions guided the study: What are the views of secondary school staff on the factors that cause learners’ CDB in school? How do secondary school staff manage the dynamics of learners’ disruptive behaviour in the classroom? What challenges do secondary school staff experience when managing learners’ disruptive behaviour in the classroom? What strategies can be used to address the challenges and strengthen the management of learners’ disruptive behaviour in the classroom? The study adopted a qualitative approach and employed interpretive paradigm as the lens and descriptive phenomenology as the design to explore staff’s lived experiences of CDB management. The study was grounded in Assertive Discipline Theory. Seven teachers and six School Management Team members were selected purposively from four quintile three secondary schools. Seven teachers formed a focus group discussion, while semi-structured interviews were conducted with six School Management Team (SMT) members. Three data-collecting instruments, namely focus group discussion, semi-structured interviews and document analysis, were used during data collection. To extract significant concepts pertinent to the generated data accurately, inductive content analysis was used to analyse data. This study found that a mix of external, school and learner factors contribute to CDB. This research offered evidence that the schools are likely to endure academic underperformance since CDB significantly affects teaching and learning.The research threw light on how schools were making concerted efforts to address CDB through various initiatives related to policy. The study also revealed that the staff members adopt ed non-policy-related approaches when managing CDB and that when the staff members confronted CDB, they experienced both internal and external difficulties. To address the schools’ contextual factors contributing to CDB, the study recommends that staff, especially the School Management Team (SMT), be capacitated with skills in areas like monitoring, setting up functional school committees (Disciplinary and School-Based Support Team), putting in place effective textbook retrieval systems, starting functional induction programmes for new teachers and outsourcing professional development. The study further recommends that the district set up a District Support Team to show the staff how to create effective classroom rules, implement policies related to the suspension of learners, understand the difference between discipline and punishment, and put the National School Safety Framework into place. The study also suggests that the district monitors the admission of learners in schools. The research provided evidence that there was overcrowding in schools and that such a situation propelled CDB. In addition, the study recommends that the district assist the school in establishing various athletics opportunities for learners to showcase their talents. Implementing the Screening, Identification, Assessment and Support policy should be mandatory across every school. Presently, schools are just being encouraged to screen learners. The research found that secondary schools admit learners without Screening Assessment Needs forms. Thus, such practice makes it tough to establish proactive measures to manage disruptive behaviour among learners efficiently, particularly those with severe learning impairments. The study further recommends that the admissions policy should outline the age limits for learners to be enrolled in each grade level. The policy should also expressly state that parents should enrol their children in Adult Basic Education and Training if they surpass the stipulated age restriction. The study offers evidence that older learners cause behavioural problems for teachers and their peers in the same classroom. In the context of secondary schools, the policy should specifically restrict the admission of learners who exceed the designated age limit. Presently schools can only go as far as encouraging parents to enrol their older children in Adult Basic Education and Training. There is a loophole in that parents may refuse to follow the schools’ suggestions. To add to existing strategies and strengthen the management of CDB, the study proposed the Alternatives to the Establishment of the Conducive Learning Environment model.
Open Access
Examining the influence of principal’s leadership approaches on the school climate
(University of the Free State, 2023) Mentz, Marné; Plaatjies, B. O.
The school's climate plays a crucial role in achieving its goals, ensuring quality teaching and learning, and job satisfaction. As a leader and manager of the school, the principal has many responsibilities, including the constant improvement of the school's climate. Therefore, this study aims to examine how the principals’ leadership approaches influence the school's climate. This study was conducted at four primary schools in the Mangaung district of the Free State Department of Education. It was qualitative research that utilised a phenomenological research design, and the interpretivist paradigm was used as a philosophical lens. The participants included the four principals, deputy principals, departmental heads, and 12 educators from each school, all of whom were purposefully selected. The principals were interviewed individually, while open-ended questionnaires were distributed to the deputy principals, departmental heads and educators. The data were supported by observations and field notes. The study found that the school climate is greatly influenced by the leadership style of the principal. The data also showed that certain leadership approaches such as the democratic, transformative, charismatic, invitational, and servant leadership approaches are creating a conducive climate. Leadership approaches such as the autocratic leadership approach and authoritarian leadership negatively influenced the climate. The study revealed that effective leadership, characterised by clear communication, collaborative decision-making, support, and trust, plays a crucial role. The study highlighted the value of the physical environment in establishing a conducive climate. Based on the findings, it is recommended also that the school principal should set clear guidelines and expectations, maintain good relationships, delegate tasks effectively, and have clearly defined goals and expectations. The principal should also create a welcoming, appealing physical environment focusing on the entire playground, buildings, and classrooms.
Open Access
An exploration of the role of college management teams in enhancing college lecturers’ workplace experiences
(University of the Free State, 2023) Mokoena, Thembisile Lina; Tsotetsi, Cias Thapelo
This study aimed to explore the role of college management teams in enhancing college lecturers’ workplace experiences. Since lecturers at colleges in South Africa are expected to perform according to challenging global demands, including transitions to adapt to the fourth industrial revolution (4IR), it became a necessity to unpack the reasons for college lecturers’ mediocre delivery of academic services. According to the Policy on Professional Qualification for Lecturers in Technical and Vocational Education and Training in South Africa (2013), the lecturers need to know both theory and practical work-related aspects of the curriculum. However, lecturers’ workplace experiences are still a matter of concern, particularly in the TVET sector. A gap that exists in research pertaining to the role of the College Management Teams in enhancing the workplace experience of college lecturers. This study was underpinned by the principles of the human capital theory which was appropriate to dissect the experiences of staff within institutions such that institutional practices are efficiently investigated. I conducted a comparative study of TVET colleges in South Africa, Nigeria, and the United States of America to describe the various practices of College Management Teams and college lecturers. To generate data, a qualitative research method was adopted. The selected sample of participants consisted of the Deputy Principal Academic, Curriculum Manager, Human Resources Manager, and six Campus Managers. Qualitative data was collected from College Management Teams through semi-structured interviews. The findings revealed that there were glaring challenges for the College Management Teams. Emanating from the findings and conclusions of this study, recommendations were suggested to address these challenges by implementing concerted intervention strategies to enhance lecturers' workplace experience which included establishing a partnership with industry, motivating lecturers to attend workshops to gain workplace experience, availing funds to pay substitute lecturers, curriculum matters, and management of resources to meet industry’s real-life standards. It is envisioned that the results of this study will convince TVET college lecturers, managers, and policymakers to become committed to ongoing professional development programmes that capacitate lecturers to enhance their daily work experiences.
Open Access
Exploring distributed leadership practice in Nigerian secondary schools
(Richtmann Publishing, 2023) Sasere, Oluwasola Babatunde; Makhasane, Sekitla Daniel
A growing body of research on distributed leadership shows that it effectively improves school effectiveness in developed economies. However, due to centralized education systems, the full benefits of distributed school leadership have not been fully appropriated in developing economies. This study investigates the realities of distributed leadership practices as applicable in selected Nigerian secondary schools. Lensed with Distributed Leadership Theory, the study is located in the qualitative strand of the interpretivist paradigm. In a case study research design, a combination of purposeful and snowballing sampling techniques was adopted in selecting twelve participants comprising three school administrators and nine classroom teachers who participated in semi-structured interviews. The results show that distributed leadership is perceived and practised as delegation and distribution of roles by the superordinate to the subordinate in a manner inconsistent with the principles of distributed leadership theory. It was also revealed that teachers with no formal portfolio were assigned leadership responsibilities. Lastly, the findings showed that participants acknowledged the existence of the School Management Team in their school. Still, most are unaware of their roles in school leadership and how they impacted their jobs. Recommendations were made based on the findings.
Open Access
Exploring leadership practices of addressing learner-on-teacher violence in secondary schools
(University of the Free Stat, 2023) Majong, Nomase Sarah; Makhasane, S. D.
The manifestation of learner-on-teacher violence is a growing concern for contemporary schools worldwide. Although it is a global problem, it also appears to be on the rise in South Africa and is not adequately reported or addressed. Yet, this phenomenon is still severely understudied, especially from a leadership perspective. Thus, this study aims to explore leadership practices of addressing learner-on-teacher violence in secondary schools. The study adopted a two-pronged theory consisting of the Social Cognitive Learning Theory (SCLT) and the Invitational Leadership Theory (ILT). A qualitative design was employed, and a multiple case study was utilised to call attention to leadership practices for addressing learner-on-teacher violence in secondary schools. Two secondary schools in the eastern Free State were selected for this study. Eight participants were purposively selected for the study. The data was mainly collected through semi-structured interviews (one-on-one interviews) with principals, heads of departments (HODs), and teachers and was supplemented by document analysis. Data collected from this study was analysed using thematic analysis, and five themes emerged. The findings revealed that learner-on-teacher violence in the forms of verbal violence, physical violence, and sexual harassment is prevalent in secondary schools. The study found that school leaders respond to learner-on-teacher violence incidents per the learner code of conduct, involvement of parents, and other school-based targeted violence intervention programs. However, the findings revealed that all these strategies seem insufficient to stop the prevalence of these incidents due to several challenges, including a lack of parent involvement, inadequate policies, and a lack of support from the Department of Basic Education (DBE). Therefore, this study recommends that the DBE capacitates school leaders on the review of policies and supports them with the implementation thereof. Parents and politicians must play their roles and refrain from interfering with disciplinary processes; thus, the Department of Education (DOE) must assist school leaders in that regard.
Open Access
Exploring school safety models adopted by selected high schools in Berea district, Lesotho
(University of the Free State, 2022) Nyapisi, Mamphula; Ntshoe, I.
Cases of violence in schools suggest that schools are not safe enough to promote effective teaching and learning, though schools need to be conducive and free from any form of violence. In line with the Constitution, documents such as the Child and Welfare Act and Education Act documents that govern schools, advocate for safety in schools (Kingdom of Lesotho, 2010). This study is a qualitative case study conducted within the interpretivism paradigm. The aim was to explore safety models in specific high schools in the Berea district of Lesotho. To achieve this aim, literature on models of school safety, school safety policies, measures for ensuring school safety and violence in schools were reviewed. Data was generated using document analysis, focus group and individual interviews. Five principals from five selected high schools and three teachers from each of the five high schools took part in this study. To analyse the data, invitational theory which emphasises the importance of creating friendly and inviting environment was used as a lens. This theory asserts that in the creation of a friendly environment, principles such as trust, respect, optimism, as well as intentionality play a vital role. Findings revealed that there are still cases of violence prevalent in schools some of which are perpetrated by teachers and learners. It was also observed that teachers still use corporal punishment as a way of disciplining learners and there are learners who still bully others in schools. The study recommends cooperation between teachers and police to try and improve safety in schools as well as abolishing corporal punishment which is prevalent in schools to protect learners from any form of harm. The role played by the Ministry of Education and Training to ensure safety in schools should be clarified and all documents with directives that ensure safety in schools be put into practice.
Open Access
Exploring South African school management response to covid-19 pandemic: case of selected schools in Petsana, South Africa
(University of the Free State, 2024) Mokoena, Nthoto Priscilla; Omodan, Bunmi Isaiah
Public schools’ management faces different challenges, ranging from a lack of an effective mechanism to manage the COVID-19 pandemic when it struck. This study explored management’s response to the COVID-19 pandemic in public schools. The Strategic Management Theory as a theoretical framework for the study assist the researcher to come up with strategic plans capable of helping public schools’ management to manage their schools effectively. The study is situated in transformative paradigm and adopted a Participatory Research Design to enhance public school management strategies towards effective management of the COVID-19 pandemic in schools. Semi-structured interviews were used to generate data. This is appropriately in line with the qualitative research approach since it understands the experiences of individuals through non-numerical data. The participants comprised nine (9) people: public school principals, deputy principals and departmental heads. The participants were selected using the purposive sampling technique to select the principals and deputy principals and convenient sampling to select the departmental heads. Thematic analysis was used to analyze the data generated through a qualitative research approach. The study found that syllabus reduction, shortage of teachers and absenteeism, and workload pressure are challenging that school management faced during the pandemic. It was also found that COVID-19 regulations, teamwork among staff members, and extra classes are methods that school management adopted to deal with the virus. It was concluded that online learning, parental involvement, and modification of the school syllabus were the best possible solutions that might help deal with such a pandemic in the future.
Open Access
Exploring the practices of school principals in Servant Leadership
(University of the Free State, 2023) Khoarane, Khoarane Jeremiah; Makhasane, S. D.
The most crucial issue in school leadership today is the effectiveness of leadership. The school principal is expected to portray acceptable values and facilitate excellent performance. How can school principals ensure quality production in leading the school, professionalism, accepted work ethics, and still remain at the cutting edge of 21 century, that is faced with 4th industrial revolution on leadership, is one of the most critical questions to be raised? This study aimed to explore school principals’ practices of servant leadership in schools. School principals, as leaders, came out of educational institutions where they were trained as school principals and leaders. The expectation therefore, is that they will have abilities in leading and have influence over followers. The practices are observed by those who are led by the school principal. Principals engage in those practices to influence those around them. Today, schools have all sorts of ill-leadership, and school principals need to stand firm as agents of change to better the situation. School principals should be effective in practising servant leadership in schools as away of combating the challenges they face. Effectiveness is what needed for school leadership to achieve success is. It is suggested that servant leadership has qualities that could help in enhancing effectiveness of school leadership. By practicing servant leadership school principal are able to influence and impact school leadership. The study engaged servant leadership and Cultural Historical Activity Theory (CHAT) as theoretical frameworks. Servant leadership was used to interpret the practices of the school principals, while CHAT was used to identify and explain the findings in terms of culture and context. The study employed case study methodology to achieve its purpose. Two schools were chosen; both owned by the public and found in the rural area of Maseru. The study engaged focus groups, interviews and observation as a means of generating data. There were two focus groups, one from each school. There were 8 members in each focus group. The interview was done with school principals of the two schools. The findings revealed that school principals practised servant leadership. One core business of servant leadership is to serve. In practising servant leadership, findings indicated that school principals served internal and external stakeholders. The internalstakeholders included teachers and learners. Teachers were served by increasing their morale, empowering them, and promoting peace and stability in school. Learners were served by enhancing their morale and motivation.
Open Access
Factors influencing lecturers’ retention in A South African university
(University of the Free State, 2023) Mahoko, Neo; Omodan, Bunmi Isaiah
Most university first-year students do not get an opportunity to graduate in the presence of their first-year lecturers because their lecturers would have moved to another university. The identified challenge for this study is that universities cannot retain their lecturers. The question now is why are they are failing to retain their lecturers for longer. The research question was formulated from the research problem, i.e., what factors influence the lecturers’ retention in a South African University? Subsequently, the aim of the study was formulated as the focus was on exploring factors influencing lecturers’ retention in a South African University. The qualitative research approach was chosen for collecting and analysing the data. The University stakeholders are the population, and the sample consists of fourteen participants. That is six lecturers with more than three years of working experience, four Human Resource Management (HRM) staff and four Deans/Heads of Departments (HoDs). Sampling was done using three forms of selection: purposive, convenient and snowball. As a result, a rural campus in South Africa was selected as the research site. The above-mentioned participants were interviewed by means of semi-structured interviews as a method of collecting data. Thereafter, Braun and Clarke’s six-step thematic analysis method was adopted for analysing the data with the use of the themes. Once the data was analysed and interpreted, the findings were as follows: universities are not providing a conducive work environment for teaching and learning. Additionally, as minor as it may seem, poor internet connection is a major challenge for lecturers. The excellence awards ceremony and incremental payments resulting from outstanding performance should be implemented as part of the reward systems. One of the recommendations for universities is to build housing units for lecturers on campus. Consequently, it will have a competitive advantage when the university can retain its lecturers by satisfying their needs. As a result, stakeholders such as HRM staff will focus on other matters than always filling the lecturers’ vacancies, and students will have the first-year lecturers present at their graduation ceremony. In addition, there will be a rich pool of experienced supervisors to guide the post-graduate students from the beginning until the end.
Open Access
Investigating the role of school principals on grade 12 learners’ performance in the Eastern Cape
(University of the Free State, 2022) Mdlalana, Nosipho Succevia; Ntshoe, I.
This study aimed to investigate the role of school principals in managing the Grade 12 learners’ performance in the six selected schools of Joe Gqabi district - Sterkspruit in the Eastern Cape Province (EC). Matric results in the Department of Education have increased by 2,6% between 2016 and 2017. However, by 2017, the Eastern Cape Province’s performance was still rated under 80%. The improvement in the EC can partly be attributed to the intervention programmes implemented by the provincial Department of Education aimed at capacitating principals. These interventions included the temporary appointment of mentors who were former principals in the performing schools. However, the true extent to which these improvements in the results can be attributed to the role of the school principals is unknown. The study was conducted in the Joe Gqabi District - Sterkspruit, in the Eastern Cape, a vast geographical area with scattered schools – some with accessible roads and others without. An interpretive paradigm and a qualitative design with discursive, exploratory, and narrative methods were used in this study, together with purposeful sampling of six schools. Two schools demonstrated good Grade 12 learner performance, the other two demonstrated significant Grade 12 improvement, and the two schools' Grade 12 learner performance showed a steady decline. The two well-performing schools had the same principal over the past five years. The two improved schools had demonstrated improvement only after the appointment of new principals. Lastly, the two poor-performing schools had only declined after the appointment of new principals. The selected schools were diverse in many ways: some in deep rural areas, some near towns with accessible roads, and some in town, which were the former model C schools with Afrikaans as a medium of instruction for some learners. All six schools write the same examinations; therefore, comparisons based on the results were generally credible as they indicated the factors leading to poor performance. The principal from these schools, two teachers, and two learners was identified to participate in this study. The instruments used to collect data were interviews, observations, and document analysis. The study showed that principals understand their roles towards Grade 12 learners’ performance, motivation of Grade 12 teachers and learners is essential, and proper management of school resources and curriculum management implementation is paramount. Recommendations from this study included the professional growth of principals, communication with all the stakeholders within the school, and principals' motivation.
Open Access
Leadership roles of school administrators in teachers’ professional development in Nigeria
(University of the Free State, 2023) Sasere, Oluwasola Babatunde; Makhasane, S. D.
There is a growing body of knowledge that focuses on effective teacher professional development (TPD) with a consensus that skews in favour of decentralised, school-based and teacher-centred approach to TPD as opposed to the centralised, traditional and top-down approach. On the contrary, developing countries such as Nigeria still practise a centralised education system where traditional top-down TPD remains the norm with the attendant consequence of professionally-deficient teachers in the classroom. This situation has left a lacuna vis a vis the leadership roles of school administrators in teacher development. Hence, the study investigated the leadership roles of school administrators in teachers' professional development in Nigeria. The study was a qualitative multiple-case study research informed by interpretivist paradigm. The study was lensed with two complementary theories, namely, Distributed Leadership Theory (DLT) and adult learning theory (ALT). Three schools were selected using a combination of purposive and snowball techniques was used to select four participants from each school. The participants comprised one school administrator and three teachers in each school, totalling twelve participants. The main data-generating instrument was a semi-structured interview supported by document analysis. The data was analysed using thematic analysis (TA). The findings showed that school leadership was perceived as a delegation of responsibilities by super-ordinate to sub-ordinate. It was also discovered that participants' perception of TPD is limited to the traditional centralised models. School administrators' support for TPD was also discovered to be limited by policy. The result further indicated that the Ministry of Education was responsible for TPD. Unfortunately, such training does not cater to teachers’ professional needs. The study proposed a data-informed model for the execution of school-based TPD. Recommendations were made based on the findings.
Open Access
Legislative compliance: exploring the relationship between school governing bodies and school management teams
(University of the Free State, 2023) Malunga, Aaron Beresford Frobisher; Larey, D. P.; Jagessar, V.
This study explores the views of School Governing Bodies (SGBs) and School Management Teams (SMTs) on legislative compliance and how does it contribute towards a relationship between the two. It is stipulated in the South African Schools Act (No. 84 of 1996) (DOE, 2011) that all public schools in South Africa must have democratically elected SGBs. The act was intended to enhance collective decision-making in schools, while the Personnel Administrative Measures (RSA DOE 2022) regulates the responsibilities of SMT members. One of the principles of the National Policy on Whole School Evaluation (RSA DOE 2001) is that all evaluation activities must be characterised by openness and collaboration. In addition to a literature review on the relationship between the SGB and SMT, a research study based on the qualitative research paradigm was performed to collect data on SGB and SMT members and their roles in legislative compliance, and how this regulates the relationship between the two. This study used the interpretivist paradigm to understand the meaning that the SGB and SMT members give to their behaviour relating to this research title. The researcher used a multiple case study and the data was generated through semi structured and focus group interviews, and analysed through thematic analysis. The findings revealed the acknowledgement of these two major school role players (SGB and SMT members), and highlighted the important participatory and deliberative role of the SGB and SMT regarding legislative compliance in schools. There are some limitations on the establishment and enhancement of a relationship between the two role players. This study is concluded by the suggestion that it is important for the SGB and SMT to create the space and opportunity for all members to participate and deliberate on their roles and important pieces of legislation that are linked to the SA Schools Act (No. 84 of 1996) (DOE, 2011). This should ensure compliance and the basic functionality of the school, which is in the best interest of the school and its children, while strengthening the relationship between the SGB and SMT.
Open Access
Management of implementation of the curriculum assessment policy statement for english first additional language
(University of the Free State, 2023) Monyeke, Tefo Francis; Gcelu, Ntombizandile
The main goal of the Free State Department of Education is to provide improved quality education but in different ways from school to school and to each learner. The School Management Team has the mandate to manage and implement curriculum policy statement for English First Additional Language in schools. There is significant evidence that has emerged that primary schools underperform in the delivery of their mandatory core duties and responsibilities to manage and implement curriculum policy for English First Additional Language. In this context, educational management must focus on the efforts of teachers, learners, and stakeholders to guarantee quality education throughout the education system. This study focused on the implementation of Curriculum Policy Statement (CAPS) for English FAL. The study drew from the collaborative leadership theory in exploring the accurate picture of collaborative leadership tactics in the discourse. Interpretivist paradigm research was also used in this study. Data was collected through the interviews, and used inductive thematic analysis technique to derive categories and patterns from the data. Four SMT participants from three different schools were interviewed to determine perceptions of EFAL CAPS curriculum implementation for English FAL in primary schools. The results of this study also indicated that most of the SMTs in primary schools are not conversant about their roles and responsibilities in curriculum management. Some were unclear about what they should do in managing curriculum implementation. This study recommends that collaborative leadership management capacitates and develops individuals with the necessary attributes to manage curriculum implementation to achieve a common goal. The study presented appropriate approaches to a school governance strategy that can be adopted by underperforming primary schools. This strategy helps increase parental influence over learning outcomes. The study is significant because learners from different socioeconomic levels are still underperforming. Creating an effective teaching and learning environment is critical to educational leadership.
Open Access
The nature and practice of distributed leadership in selected secondary schools of South Africa
(University of the Free State, 2023) Manzini, Shalati Doreen; Jita, L. C.; Muresherwa, E.
The world over, secondary schools have experienced different kinds of leadership such as team leadership, ethical leadership, psychodynamic leadership, teacher leadership and distributed leadership, among other leadership styles. The present study explored the nature of distributed leadership in selected secondary schools in the Limpopo province of South Africa. It sought to provide answers to the central question: What is the nature of distributed leadership practice in selected secondary schools in the Limpopo province of South Africa and how does it shape teaching and learning? In order to answer this question, the study was guided by the following sub-questions: (i) How is distributed leadership understood and practised in selected secondary schools, in the Limpopo Province of South Africa? (ii) In what ways do the practices of distributed leadership in the selected secondary schools shape teaching and learning? (iii) How can the practice of distributed leadership within the selected secondary schools be described and explained? Research participants comprised 14 members drawn from the entire education value chain for the districts studied. The key finding in the present study is that, distributed leadership practice in the selected secondary schools may be understood from the perspective of two key dimensions, namely, the vertical and horizontal dimensions. The vertical dimensions focuses on who is involved in distributed leadership in a school system. It is about the range of persons involved in distributed leadership as viewed from the perspective of the organisation structure of an education system. The horizontal dimension focuses on what activities are involved in distributed leadership. Pursuant to these two dimensions, an important finding showing in the present study is that distributed leadership in the schools studied involves some form of shared leadership. In fact, all participants in this study understood distributed leadership as a leadership approach in which "all persons with capacity”, regardless of rank, are allowed to lead in some specific situation, as and when the need arises. However, there appears to be discrepancies on the definitions of “all persons” among stakeholders in education. Some participants viewed the concept of “all persons” from an local employee perspective, that is, individuals within a school as bounded by the perimenter fence. This view is defined in this study as the employee perspective of distributed leadership. Others viewed the concept of “all persons” from a stakeholder perspective. These variations in perspectives of “all persons”, that is, discrepancies on who comprise the vertical dimension of distributed leadership appears in the present study to have ramifications on the practices of educators. Participants with an employee, that is, an office bearer perspective to the concept of ‘all’ practised distributed leadership in the perspective of a school with boundaries. This means they viewed distributed leadership in the perspective of people who are internal to a specific school, such as teacher leadership and the members of the school management teams. On the other hand, those with a stakeholder perspective viewed the concept of “all persons”, in the broad sense, to include everyone with an interest in what happens in schools. This view focuses on schools as institutions without boundaries, or if the boundaries exist, they are pervious. In this perspective, distributed leadership practice also involves people who may not hold line authority in the educational value chain. Clearly, findings in the present study showed distributed leadership to be a situational practice. The situation comprises the personal characteristics of educators across the entire education value chain and the context of the school leadership environment. As a result of these two contexts, that is, the personal context of educators and the institutional context of the school leadership environment, distributed leadership practice may be described and explained in terms of two main goals. The first goal is to democratise the education space and to ensure that educators effectively account for their performance. The second goal focuses on improving instructional practices and learner attainment from an entirely professional perspective as opposed to a political perspective of democratising the education space. Clearly, findings in the present study showed that distributed leadership in the Limpopo province of South Africa can be explained in terms of either democracy or service delivery goals. The present study recommends a holistic approach based on both the democracy and service delivery goals of distributed leadership. The former seems to have its roots in the political and policy context of education and the latter on instructional and pedagogical foundations.
Open Access
Neoliberalism and the changing direction of schools: an edupreneurial leadership approach
(Emerald, 2024) Larey, Desireé Pearl
𝗣𝘂𝗿𝗽𝗼𝘀𝗲 This qualitative study discusses the importance of effective leadership practices in connecting the macro-, meso-, and micro-contexts in which school leaders operate, considering the colonial and apartheid history of South Africa and the current era of neoliberal philosophies by exploring the degree to which school leaders in historically disadvantaged schools in Western Cape Province use an edupreneurial approach to steer their schools in new directions. The school leaders, especially in historically disadvantaged Colored schools, are expected to be more autonomous and accountable for making the school environment conducive to performance standards and improved learning results. The study uses an edupreneurial leadership approach as a theoretical lens to explore entrepreneurial agency, together with the educational leadership approach of school principals as a consequence of neoliberal policies. 𝗗𝗲𝘀𝗶𝗴𝗻/𝗺𝗲𝘁𝗵𝗼𝗱𝗼𝗹𝗼𝗴𝘆/𝗮𝗽𝗽𝗿𝗼𝗮𝗰𝗵 This study focuses on secondary schools in historically Colored communities in Western Cape Province through semi-structured interviews with four purposively selected school principals and four teachers from four different schools in the Western Cape Province. 𝗙𝗶𝗻𝗱𝗶𝗻𝗴𝘀 Education and training programs should focus on cultural values and practices to enhance the efficacy of these schools. Furthermore, an entrepreneurial mindset and spirit are aspects that can be encouraged in a culturally sensitive manner. The edupreneurial leadership approach in developing countries has a distinctive nature. 𝗢𝗿𝗶𝗴𝗶𝗻𝗮𝗹𝗶𝘁𝘆/𝘃𝗮𝗹𝘂𝗲 This study contributes to forging an understanding of how neoliberal trends influence school leadership practices in developing countries, especially the leadership work of school principals across public schools in the Western Cape Province in South Africa.