scholarly journals Distributed Leadership Towards’ School Improvement: Case Study in South African Schools

Author(s):  
R.J. (Nico) Botha
2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.


2020 ◽  
Vol 16 (4) ◽  
pp. 411-422
Author(s):  
Ali Nawab ◽  
Muhammad Mujtaba Asad

PurposeUnless the expertise of multiple teachers is availed, it is very unlikely for an individual leader to bring improvement especially at classroom level. This realization had led to the emergence of distributed leadership which is about engaging multiple individuals in leadership roles. The purpose of this study is to explore the role of school leadership in distributing leadership to teachers in a private secondary school in an urban context of Pakistan.Design/methodology/approachUsing qualitative approach and case study method, the research collects data from school leaders and teachers involved in leadership roles through interviews.FindingsIt was found that leadership facilitates distributed leadership through formulating a vision to develop teachers, enhancing the capacity of individuals involved in leadership roles, establishing a culture of trust, and creating opportunities for interaction and collaboration among teachers.Practical implicationsSchool leadership should distribute leadership to teachers in order to utilize the potential of multiple individuals which will ultimately lead to school improvement through initiatives from within. Educational reformers should incorporate the concept of distributed leadership in the professional development programmes designed for school leaders and teachers.Originality/valueThe study is first of its nature which reports on distributed leadership from a private sector school of Pakistan based on original data.


Author(s):  
Gertruida Maria Steyn

This chapter outlines the findings from a case study that explored how a South African primary school in a challenging context had improved and raised students' academic performance. It shows how the principal's leadership in collaboration with all role players was able to influence the school's ability to improve and sustain its improvement. The study, however, argues that a school facing challenging contexts requires appropriate differentiated strategies to ensure school improvement. It concludes by proposing a model in which schools in challenging contexts can improve student performance. This, however, implies that such schools need to be committed to change and identify “tailor-made” strategies to ensure improved performance.


2013 ◽  
Vol 3 (2) ◽  
pp. 19 ◽  
Author(s):  
Cally Kuhne

This paper reports on the development of a Learning Pathway for Number (LPN) with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R – 4) within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001). This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers). The LPN is a conceptual framework based on five learning/teaching principles, namely the context, level, activity, interaction and the guidance principles. The benefit of this pedagogic tool adapted and refined for the South African context is that it provides a longitudinal view, highlighting milestones in the learning of number with the aim of deepening learners’ conceptual understanding of number over time. This case study reveals the importance of a devise that enables teachers to reflect on their mathematics content and pedagogy and bridges the theory-practice divide. It also highlights the critical issue of language and the use of appropriate terminology and activities in the classroom.


2019 ◽  
Vol 3 (2) ◽  
pp. p177
Author(s):  
Nick Goos ◽  
Barbara N. Martin

This multiple case study examined three Midwestern elementary schools identified as having successfully implemented professional learning communities for many years. From the data, themes emerged indicating that there are key distributive components to successful leadership in implementation of the school improvement initiative. The findings in this study demonstrate that successful leaders create a collaborative culture, seek shared leadership and decision-making practices and have a narrow focus on student learning. Implications for principals and leadership preparatory programs are significant.


2019 ◽  
Vol 29 (1) ◽  
Author(s):  
N G Mugovhani ◽  
Lebogang Lance Nawa

This article discusses and raises awareness about the socio-economic plight of indigenous musicians in South Africa. Through a qualitative case study of the Venda musician, Vho-Talelani Andries Ntshengedzeni Mamphodo, dubbed the “Father of mbila music,” the article highlights the fact that the welfare of Black South African artists, particularly indigenous musicians in South Africa, is generally a precarious affair. Their popularity, at the height of their careers, sometimes masks shocking details of exploitation, neglect, and the poverty they are subjected to, which are exposed only after they have died. Empirical data identifies this as a symptom of, among other things, cultural policy and arts management deficiencies in the promotion of indigenous music. The article aims to find ways to redress this unfortunate situation, which is partially a product of general apathy and scant regard that these artists have perennially been subjected to, even by their own governments, as well as some members of their societies. All these factors mentioned are compounded by ignorance on the part of South African artists. Part of the objective of this study was to establish whether the exposition of the Vhavenda musicians is a typical example of all Black South African indigenous musicians and, if this is the case, whether the suggested ways to redress this unfortunate situation could contribute to or play a role in alleviating the plight of such artists in the entire country.


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