scholarly journals School leadership and management in South Africa

2016 ◽  
Vol 30 (2) ◽  
pp. 211-231 ◽  
Author(s):  
Tony Bush ◽  
Derek Glover
Keyword(s):  
South Africa ◽  
Systematic Review ◽  
School Leadership ◽  
Teaching And Learning ◽  
Small Scale ◽  
Integrated Education ◽  
Leadership And Management ◽  
Content Type ◽  
Learner Outcomes ◽  
Aspiring Principals

Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.

Middle leading small-scale school projects

2019 ◽  
Vol 33 (7) ◽  
pp. 1733-1745
Author(s):  
Peter Grootenboer ◽  
Kevin Larkin
Keyword(s):  
School Leadership ◽  
Teaching And Learning ◽  
Educational Development ◽  
Single Case ◽  
Small Scale ◽  
Evidence Based ◽  
Case Study Methodology ◽  
Content Type ◽  
School Based ◽  
Middle Leaders

Purpose The authors argue that middle leaders are the key educators in school-based educational development. Schools often secure small-scale funding to engage in government or systemic initiatives, and these projects require a leadership “close to the classroom” if they are to realise sustainable educational gains. This leadership often comes from the middle leaders – those who practice their leading in and around classrooms. The paper aims to discuss this issue. Design/methodology/approach A single case study methodology is used to investigate two middle leaders, leading a small-scale project. Their leading practices are examined using the “theory of practice architectures”, to identify how these practices were enacted within their educational context. Findings While principals play a crucial role in enacting change, it is the middle leaders who are closer to the classroom than most principals, and whose practices more directly impact teaching and learning as they are best placed to ensure that meagre resources are well used to improve student learning. They do this by ensuring that development is collegial and a response to evidence-based needs. Practical implications First, middle leaders need support in facilitating educational development. Second, their leading practice is crucial for sustainable school-based development. Third, site-based educational development occurs most effectively when it is evidence-based. Finally, this form of educational development requires high-level collegiality. Originality/value This paper is original in two key ways: first, it addresses the under-researched practices of middle leaders; and, second it employs the practice theory to understand school leadership and development.

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

scholarly journals Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

2017 ◽  
Vol 12 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Gerwyn Huw Jones
Keyword(s):  
Mental Health ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Nurses ◽  
The Body ◽  
Student Experiences ◽  
Small Scale ◽  
Content Type ◽  
Degree Classification

Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janne Fauskanger ◽  
Nina Helgevold ◽  
Mercy Kazima ◽  
Arne Jakobsen
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Primary Teachers ◽  
Small Scale ◽  
Content Type ◽  
Mathematics Teaching And Learning ◽  
Practical Implications ◽  
Ongoing Project

PurposeThe aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.Design/methodology/approachThis study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content analysis.FindingsInitially, the participating Malawian primary teachers report traditional views of mathematics teaching and learning. After having participated in a LS cycle, they reported on the need to work on how to involve and create space for learners' participation in mathematic lessons and highlight the importance for learners to discover mathematics on their own.Research limitations/implicationsThis is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.Practical implicationsThe paper includes a description on how LS might contribute to challenging Malawian teachers' views of mathematics teaching and learning; this can be valuable information for others who are attempting to use LS in a similar context.Originality/valueThis paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.

Humanizing practices in online learning communities during pandemics in the USA

2020 ◽  
Vol 5 (3/4) ◽  
pp. 205-212
Author(s):  
Nimo M. Abdi ◽  
Elizabeth Gil ◽  
Stefanie LuVenia Marshall ◽  
Muhammad Khalifa
Keyword(s):  
School Leadership ◽  
Women Of Color ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Leadership Education ◽  
Pedagogical Practices ◽  
Content Type ◽  
The Usa ◽  
Learning School ◽  
Reflective Essay

PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

scholarly journals The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review

2018 ◽  
Vol 8 (4) ◽  
pp. 217
Author(s):  
Inmaculada García-Martínez ◽  
José Ubago-Jiménez ◽  
Jesús López-Burgos ◽  
Pedro Tadeu
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Student Performance ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Organizational Structures ◽  
Teacher Professionalism ◽  
Educational Improvement ◽  
Positive Leadership ◽  
And Mathematics

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.

Time management profiles of Cypriot school principals: a mixed-methods approach

2015 ◽  
Vol 29 (4) ◽  
pp. 492-518 ◽  
Author(s):  
Georgia Kouali ◽  
Petros Pashiardis
Keyword(s):  
School Leadership ◽  
Time Management ◽  
Quantitative Methods ◽  
School Principals ◽  
Management Style ◽  
Leadership And Management ◽  
Content Type ◽  
Use Of Time ◽  
Primary School Principals ◽  
Management Techniques

Purpose – The purpose of this paper is to present the results of a piece of research concerning the time management of Cypriot primary school principals. Time management refers to the interrelation of five independent variables: the various tasks principals perform, their frequency, the degree of accomplishment of those tasks, the use of time management techniques and time management style (from monochronic to polychronic). Design/methodology/approach – Quantitative methods were used (questionnaire) together with qualitative methods (observation, interviews, collection of artifacts), in order to obtain richer, deeper data and view multiple angles of the same phenomenon. Findings – The results of cluster analysis indicated three different time management profiles/types of principals: The Centralized Monochrons, the Procrastinative Managers and the Decentralized Polychrons. One basic conclusion is that the principals who adopt the practices of the Decentralized Polychrons manage better their time. Practical implications – The three time management profiles of principals are described, analysed, and discussed in order to reach conclusions about the selection, training, and placement of school principals. Through the description of the everyday practice of Cypriot principals useful information concerning school leadership and management are also provided. Finally, the conclusions of this research may prove useful for principals, because they are provided with the opportunity to rethink and evaluate their own time management and effectiveness of their daily practices. Originality/value – The creation and description of the three time management profiles is the main contribution of this piece of research, since there are not any time management types-profiles registered in the bibliography, which were produced with the use of scientific instruments and procedures.

The roles of school leaders in developing future-ready learners: the case of Singapore

2020 ◽  
Vol 35 (1) ◽  
pp. 249-269
Author(s):  
Choun Pei Wong ◽  
David Ng
Keyword(s):  
Communities Of Practice ◽  
School Leadership ◽  
Teaching And Learning ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Preparation ◽  
Traditional Teaching ◽  
Content Type ◽  
Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

scholarly journals Exploring principals’ instructional leadership practices in Malaysia: insights and implications

2017 ◽  
Vol 55 (2) ◽  
pp. 207-221 ◽  
Author(s):  
Alma Harris ◽  
Michelle Jones ◽  
Kenny Soon Lee Cheah ◽  
Edward Devadason ◽  
Donnie Adams
Keyword(s):  
Instructional Leadership ◽  
Knowledge Base ◽  
Exploratory Study ◽  
Primary Schools ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Instructional Leaders ◽  
Small Scale ◽  
Leadership Practice ◽  
Content Type

Purpose The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model. Design/methodology/approach This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions. Findings The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data. Research limitations/implications This is a small-scale, exploratory study involving 30 principals. Practical implications There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others. Originality/value The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.

scholarly journals THE RELATION BETWEEN SCHOOL CULTURE SUB-CATEGORIES AND EXPECTED RESULTS OF LEARNING PROCESS

2020 ◽  
Vol 78 (1) ◽  
pp. 48-60
Author(s):  
Ludvík Eger ◽  
Michaela Prášilová
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Teaching And Learning ◽  
Innovation Process ◽  
Positive Association ◽  
Learning Processes ◽  
Leadership And Management ◽  
The Czech Republic ◽  
Faculties Of Education ◽  
Culture Gaps

The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage. Keywords: culture gaps, school culture, school culture inventory, shaping school culture.

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