Doctoral Degrees (School of Education Management, Policy, and Comparative Education)
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Item Open Access Exploring strategies to enhance democratic management practices in teacher education classrooms in a selected South African university(University of the Free State, 2024) Omodan, Taiwo Christianah; Tsotetsi, Cias T.; Makhasane, SekitlaDemocratic classroom management practices play a vital role in fostering student participation and exposing learners to diverse perspectives and engagement opportunities in educational settings. However, there exists a significant disparity between the ideals of democratic education and the prevailing traditional classroom management approaches observed in university classrooms. In South Africa, the translation of democratic principles into actionable classroom management strategies remains a challenge, particularly within university classrooms. To address these challenges, this study examined the perceptions of student-teachers and lecturers regarding democratic classroom management practices in university-based teacher training. The study adopts critical theory as its guiding framework and employs a transformative research paradigm within a qualitative research approach. A participatory research design is utilised, with data being collected through observation and semi-structured interviews involving 10 student-teachers and 5 lecturers from a selected university in the Eastern Cape province of South Africa. Thematic analysis is employed to analyse the data. The study is divided into three publishable articles, with the main findings emphasising the necessity for comprehensive reforms in teacher education to establish inclusive and democratic learning environments that strike a balance between student autonomy and classroom discipline. Additionally, the study reveals resistance to participatory learning due to traditional teaching methods and institutional constraints, highlighting the need for systemic changes to promote equitable and inclusive democratic management practices in university classrooms. Finally, by emphasising student engagement, collaborative teaching, and critical reflection, the study underscores the importance of inclusive and democratic classroom environments in preparing students for real-world challenges. The study formulates and recommends a Democratic Classroom Management Model to facilitate effective democratic classroom management practices.Item Open Access Approaches to enhance the emotional intelligence skills of School Management Team members for improved leadership practices(University of the Free State, 2024) Pretorius, Anton; Gcelu, N.; Plaatjies, B. O.School Management Team (SMT) members, the leaders of schools, face enduring and daunting educational challenges that may hinder the successful and effective teaching and learning of a school, and the school’s goals. Additionally, their duties and responsibilities have drastically increased over the last few years which leads to more pressure and demands placed on these SMT members individually and as a team. It seems that leadership practices may be hindered by the increase of challenges and duties. However, with the introduction of emotional intelligence skills, SMT members’ leadership practices may be improved. Therefore, this research was aimed at investigating how approaches to enhance the emotional intelligence skills of SMT members can improve leadership practices in secondary schools. This qualitative investigation, guided by a phenomenology research design, was executed at five secondary schools in the Motheo District, Bloemfontein, Free State. The SMT members as well as teachers from the respective schools participated in the study regarding the emotional intelligence skills and leadership practices of SMT members. A total of 14 individual interviews were conducted with school leaders (4 principals, 3 deputy principals, 5 HODs and 2 teacher part of the SMT), and three focus group interviews with a combined total of 15 teachers. Additionally, open-ended questionnaires were handed out for completion to 4 retired school principals and 4 teachers who were unable to participate in the focus group interview. After data collection, the data were analysed using thematical analysis. The theoretical perspectives and different emotional intelligence models of Mayer and Salovey, Goleman, Bar-On and Petrides and Furnham were reviewed. Additionally, the different leadership practices from literature from various researchers over the years were also studied. These emotional intelligence models and leadership practices from literature served as foundation to establish a conceptual framework for this research. The research findings revealed that with the enhancement of appropriate emotional intelligence skills, SMT members’ leadership practices can be improved. Moreover, educational leadership challenges can be managed effectively. Additionally, improved leadership practices from SMT members may result in successful school management and leadership which leads to effective teaching and learning in secondary schools. It is recommended that SMT members as well as teachers consider enhancing specific and appropriate emotional intelligence skills through workshops, seminars, courses, and training necessary for specific leadership practices.Item Open Access A comparative study of principals’ roles in the implementation of Information and Communication Technologies(University of the Free State, 2024) Basjan, Shireen Heleen; Plaatjies, B. O.Education is crucial for human civilization and requires technology, particularly in teaching and learning. Information and communication technologies (ICT) revolutionized education in the 1980s, leading to the potential obsolescence of textbooks. Global education systems must embrace technological advancements and changes to adapt to the Fourth Industrial Revolution. ICT will facilitate education through improved access, equity, stronger connections, and enhanced professional development of teachers. However, ICT is not yet universally accepted or used. School principals and teachers play a vital role in ensuring ICT implementation effectively. Research shows that ICTs significantly enhance the quality of education, and the need for closer integration of technology in the school system is highlighted. The South African e-Education policy aims to revolutionize learning and teaching, but school management policies influence its implementation. This research study examines the role of principals in implementing Information and Communication Technology (ICT) in schools. The study uses an interpretive qualitative approach and a multiple case study design. The research population includes nine principals and fifty-six teachers from nine primary schools in Motheo and Xhariep Districts, with seven teachers from each school participating. Data collection methods include focus-group interviews, semi-structured individual interviews, document analysis, and observation. The study investigates the ICT capacities of principals in different school settings and their impact on effective implementation. Principals in quintile 1-3 and quintile 4-5 schools are proficient in using computers but lack formal training. Teachers appreciate ICT's value but lack support. Barriers to successful implementation include policy absence, infrastructure issues, load shedding, electricity supply interruptions, equipment accessibility, outdated laptops, and insufficient internet connectivity. The leadership role of principals is crucial, but there is room for improvement in leadership support and classroom technology use. The study explores the role of principals in implementing ICT in South African schools. It provides insights into the digital divide and offers guidance on effective strategies for successful implementation. The findings can inform decision-making and practice in ICT implementation, support ICT integration initiatives, and help teachers improve their ICT proficiency. The study fills a gap in research by comparing ICT implementation in different settings and the principal's role. It explores various theories in leadership and management, generating new knowledge and fostering innovation in leadership and management practices. Further research could explore resource allocation, maintenance, and security challenges schools face, principals' instructional leadership role in ICT, strategies for implementing management and leadership principles, and strategies to bridge the digital divide. A mixed-methods study could evaluate ICT implementation's effectiveness and impact on learner achievement.Item Open Access Exploring school leadership practices of addressing gender-based violence in Nigerian secondary schools(University of the Free State, 2024) Onaolapo, Damilola Gbemisola; Makhasane, S. D.This study explores the school leadership practices of addressing gender-based violence in the selected Nigerian secondary schools. The issue of gender-based violence in the selected Nigerian schools has been overwhelming for school leaders. The situation of gender-based violence in schools leads to the gap in leadership in Nigerian schools. The study was undergirded by two collaborative theories of Social Cognitive Learning Theory (SCLT) and Social Justice Leadership Theory (SJLT). An exploratory, qualitative research approach was used to explain the school leadership practices in tackling gender-based school violence. Using a purposive sampling technique, two schools were selected, the schools were hotspots of gender-based violence in Ado-Ekiti, Nigeria. Eighteen participants were sampled in two selected schools. Individual interviews, focus group discussions, and document analysis were employed to collect data from the participants. The data were analysed using Thematic Analysis (TA). The findings revealed that while school leaders are aware of gender-based violence in their schools, there are discrepancies in their response knowledge of the issue, their response to it, and their attitude towards providing support for the learner victims of gender-based violence. The study concludes by recommending that school leaders be better informed about the prevalence of gender-based violence and for them to be more proactive in providing support to victims of GBV. The study proposed the SRGBV model for addressing school related GBV in schools. Recommendations were made based on the study’s findings.Item Open Access A framework to support the School Management Team in handling learners’ gangsterism in a selected school(University of the Free State, 2024) Iheadiri, Stella Cordis; Nkoane, M. M.This study proposes to develop a framework to support the School Management Team (SMT) in handling learners’ gangsterism in selected schools in the Free State Province, South Africa. In the context of this study, a framework is intended to provide the guidelines that will assist SMTs in dealing with learners’ gangsterism in selected schools. The assumption in this study is that learners’ gangsterism contributes towards the formation of social ills within the school premises. Thus, evaluating the challenges facing the SMT in curbing incidences of learners’ gangsterism in schools is necessary. The overarching research question in this study is: How can a framework be developed to support the school management team in handling learners’ gangsterism in schools? The objectives include, among other things, highlighting the challenges and possible solutions for the challenges as well as threats and indicators of success related to learners’ gangsterism in school. This study is anchored and grounded within the Hope Theory to guide the development of a framework for the SMT to deal with learners’ gangsterism in selected schools. The data was generated with selected participants and members of the SMT, educators and learners. The methodology used to generate data is Critical Participatory Action Research (CPAR), and data was analysed through Critical Discourse Analysis (CDA). Recommendations to address the above challenges included a broad legal framework, a broad-based approach, and enhanced training and resources. The study also identified threats that hinder the effectiveness of a new framework to address learner gangsterism. The proposed framework to minimise learner gangsterism in schools identified increased police involvement, inclusivity to strengthen collaboration between the SMT and the SGB, and monitoring to minimise instances of learner gangsterism as some of the best practices that schools can use to enhance the success of the new framework to address learner gangsterism. Furthermore, the intention is to inform the policy dictates of the South African Department of Basic Education (SA DBE) concerning learners’ behavioural modes in schools. The ultimate intended benefit is to contribute towards improving the standard of education in South Africa.Item Open Access Collaborative leadership practices of district-based education inspectors in supporting Teacher Professional Development in Lesotho(University of the Free State, 2024) ‘Nei, ‘Makutloano Francina; Makhasane, Sekitla DanielThe increasing global competition and focus on teacher quality and job satisfaction have led to teacher professional development (TPD) being regarded as crucial. Collaborative leadership practices are essential and are aimed at enhancing learner performance. In Lesotho, the Ministry of Education and Training officials do not seem to be creating diverse collaborative activities and various professional development platforms that keep teachers abreast with technological advancements, nor are their professional activities well-coordinated. However, the literature indicates that teacher professional development is more effective when it is sustained and collaborative. This study focused on the collaborative leadership practices of the district-based education inspectors in supporting teacher professional development in Lesotho. The study used the interpretive research paradigm. The research was informed by the two theories of David Chrislip and Carl Larson’s Collaborative Leadership Theory of 1994 and Ralph Fessler’s Eight-Eight Teacher Career Cycle Model 1995. Data was generated from four district-based education inspectors, four principals, four HODs, and six teachers from each of the four schools which were selected for this study. The study was carried out using a qualitative research approach and a multiple case study research design. The data generation methods used are semi-structured face-to-face interviews, focus groups, document analysis and the collage. This study used non-probability sampling technique in selecting the participants. Data was analysed using a thematic data analysis strategy, with the transcription, coding and interpretation of data in order to get the findings. The findings in this study revealed that the teacher professional development activities that were provided to the teachers were mainly workshops which were school-initiated while others were district-office- initiated. The study found that the district-based inspectors’ collaborative leadership practices were partially effective since there were some practices which were not happening as anticipated according to the principles of collaborative leadership. Such challenges still needed to be addressed in as far as the inspectors and their collaborative leadership roles were concerned. The study further highlighted the lack of resources, work overload, fear of inspectors’ intimidating approach, lack of feedback, lack of support for private schools, lack of exposure to a variety of teacher professional development activities, no tapping of available knowledge, lack of exposure to advanced technology as some of the factors affecting the collaborative leadership practices of the district-based inspectors. Therefore, the study recommended the establishment of structures that would provide TPD district-based education inspector support made of different stakeholders.Item Open Access The roles of school management teams in the implementation and monitoring of School-based Pandemic Policies(University of the Free State, 2023) Senoge, Venus Wani; Plaatjies, B. O.The recent global health crises, particularly HIV/AIDS and COVID-19, have significantly affected educational systems worldwide, compelling the evaluation of policy implementation and monitoring by School Management Teams (SMTs). This study was undertaken to examine the dynamic challenges SMTs face. It aimed to analyse the obstacles and difficulties SMTs encounter, comprehend their roles and duties, and evaluate the effectiveness of their strategies in managing pandemic situations, with the ultimate goal of developing a results-based framework or model to harness and navigate these challenges effectively. The study used qualitative research methodology to focus on SMTs' challenges during pandemics. This approach was instrumental in gaining rich insights into the multifaceted roles and responsibilities of SMTs in crisis scenarios. The key findings from this research revealed that SMTs grappled with significant challenges such as stigma and discrimination, notably around health conditions like HIV/AIDS. There was a marked inadequacy in training for policy implementation, which led to inconsistencies in handling pandemic-related educational disruptions. Moreover, SMTs faced considerable resource constraints, which hindered their ability to implement effective strategies, particularly in adapting to new norms like remote learning. One fundamental discovery of this study was the crucial role of distributed leadership in enhancing policy execution. This approach proved vital in creating a more inclusive, participatory environment within schools, significantly impacting policy effectiveness. The study concluded that managing pandemic policies in the educational system needs a holistic approach. This approach must consider the health implications of a pandemic and its broader social and educational impacts. It showed the necessity of ongoing training for SMT members, proper allocation of resources, and infrastructural improvements to effectively meet the challenges of pandemic management. From these findings, the study recommends developing targeted training programs for SMTs, embracing distributed leadership models, crafting context-specific policies, and strategically investing in digital technologies to bolster educational resilience. Looking ahead, it advocates for extensive longitudinal research to gauge the long-term impacts of these policies and strategies. Such research should also explore the potential and effectiveness of technological integration in managing educational institutions during pandemics, ensuring a more robust and responsive educational system for future challenges.Item 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.Item Open Access Perceptions of Lesotho secondary school principals on their professional development needs to enhance leadership(University of the Free State, 2023) Mabeleng, Matanki Irene; Mdodana-Zide, L.; Nhlumayo, B. S.School leadership plays a critical role in effective management of teaching and learning. Principals are entrusted with a huge responsibility of managing schools although they face a variety of challenges running the schools effectively in the 21st century. The professional development of principals is, therefore, crucial to their success as leaders since it extends their knowledge and improves their job performance. This study explored the perceptions of Lesotho secondary school principals on their professional development needs to enhance leadership. Constructivism paradigm was used as a lens for this study. The research was informed by constructivism theory as well as complexity leadership theory. A qualitative research approach was employed, and a multiple case study was adopted to gather data from twelve individual principals from twelve schools. Semi-structured interviews were conducted, and purposive sampling was used to identify and select individual principals who were knowledgeable and had insights to share regarding their professional development needs. Thematic data analysis approach was employed to extract meaning from the collected data. The major findings of the study revealed that principals lack exposure to professional development programmes, and this adversely affects school leadership. The study further exposed that principals need capacitation in digital literacy skills, financial management skills, legal skills as well as management and instructional leadership skills. Additionally, the study found that principals experience numerous challenges in their leadership role, and these have a negative effect on their performance. It further revealed financial constraints and lack of support from the Ministry of Education and Training (MoET) as some of the factors hindering principals’ professional development. The study recommends that professional development programmes be arranged for principals to address their needs to enhance school leadership. Additionally, short training courses could be arranged by MoET to capacitate principals in the areas where they lack skills. The findings of this research contributed to the body of knowledge on the professional development needs of school principals. The study has the potential to raise awareness of the professional development needs of Lesotho secondary school principals, which is the area of focus that previous research conducted in Lesotho failed to address. The results of this study could assist MoET in development of professional development programmes for newly appointed principals to advance their leadership skills. To further enhance leadership, teacher training institutions could also use the results of this research to upgrade pre- and in-service leadership training programmes that could be used to assist principals in their leadership positions. The results of the research will as well assist policymakers and the Ministry of Education and Training in Lesotho on how to structure professional development programmes to meet the needs of secondary school principals.Item 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, FransClimate 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.Item 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.Item 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.Item 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.