Exploring the leadership practices of primary school principals through transformational leadership : a selected case in Limpopo Province, South Africa

2019 ◽  
Vol 8 (3) ◽  
pp. 21-38
Author(s):  
Shuti S. Khumalo ◽  
Keyword(s):  
South Africa ◽  
Transformational Leadership ◽  
Primary School ◽  
Leadership Practices ◽  
School Principals ◽  
Limpopo Province ◽  
Primary School Principals

scholarly journals The Role of Transformational School Leadership in Promoting Teacher Commitment: An Antecedent for Sustainable Development in South Africa

2019 ◽  
Vol 10 (2) ◽  
pp. 22-32
Author(s):  
Shuti Steph Khumalo
Keyword(s):  
Sustainable Development ◽  
Transformational Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Teacher Commitment ◽  
Limpopo Province ◽  
Potential Contribution ◽  
Primary School Principals ◽  
National Governments

Abstract Promoting sustainable development is top on the agenda of many national governments. The provision of quality primary education is key in pursuing this agenda and relies heavily of committed teachers. This article explores the potential contribution of transformational leadership practices of primary school principals in promoting teacher commitment. It is argued that primary school principals who exhibit the transformational leadership feature of commitment motivate teachers towards commitment and thus contribute towards sustainable development. This study was quantitative in nature and out of the hundred and fifty teachers sampled, only ninety-five responded to the questionnaires. Drawing from the theory of transformational leadership and the findings from the Limpopo Province education district case study, it can be concluded that primary school principals promote the culture of commitment and therefore a foundation for sustainable development is laid.

Assessing and strengthening instructional leadership among primary school principals in Vietnam

2018 ◽  
Vol 32 (3) ◽  
pp. 396-415 ◽  
Author(s):  
Hảo Thi Nguyễn ◽  
Philip Hallinger ◽  
Chia Wen Chen
Keyword(s):  
Educational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Leadership And Management ◽  
Content Type ◽  
Primary School Principals ◽  
Principal Instructional Leadership

Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

scholarly journals Raising Māori student achievement in the New Zealand primary sector: Principals perceptions and strategies for effective leadership

2021 ◽  
Author(s):  
◽  
Vanessa Te Huia
Keyword(s):  
Student Achievement ◽  
New Zealand ◽  
Primary School ◽  
Educational Outcomes ◽  
Leadership Practices ◽  
Effective Leadership ◽  
School Principals ◽  
Learning Experiences ◽  
Primary Sector ◽  
Primary School Principals

<p>The role of the New Zealand primary school principal is fundamental in shaping the learning experiences of primary school students and the environments in which they take place. The decisions these educational leaders make can influence students’ opportunities for achievement and success directly, and indirectly. The Ministry of Education reports nearly one in five Māori children will not have achieved the basic literacy and numeracy standards by the time they leave primary school, and more Māori students are likely to disengage from education at year seven (MOE, 2013a). Improving the educational outcomes of Māori students is an ongoing government priority and numerous resources, initiatives and strategies are available to assist educators in raising Māori student achievement. The Ministry documents also demonstrate that school leaders greatly influence the effectiveness of school-wide practices and strategies aimed at improving the educational outcomes of their Māori students.  This qualitative study explores the perceptions that shape the decisions and practices of primary school principals when aiming to raise Māori student achievement in their school environment. It also seeks to understand how these perceptions manifest themselves within the school organisation and the connection they have to the success of Māori students. This study explores the perspectives and leadership practices of five state primary school principals in Wellington, New Zealand. An online survey via Qualtrics and semi-structured interviews were completed and analysed alongside school charters and recent Education of Review Office evaluations from 2013 and 2014.  Through framing the research within a grounded theory methodology, three significant overarching effective leadership themes emerged from the data: KO AU [ME] (Leadership of the individual), KO MĀTOU [US] (Leadership within the school), and KO TĀTOU [ALL OF US] (Leadership within the wider community). These themes provide indicators for effective leadership practices that could assist principals to raise the achievement of their Māori learners and align directly to the research findings.  Some of the major findings include leading schools to raise Māori student achievement requires principals to have a personal and professional commitment to Te Ao Māori as this enhances the likelihood that the learning environment will reflect these values. Effective principals’ align learning experiences within Te Ao Māori to a shared strategic plan for raising Māori student achievement with a clear focus on both students and staff as the success of each is inter-related. In addition, there is favour for a shift in current assessment measures in the primary sector to include a broader sense of what constitutes educational achievement, as this will enable principals and schools to focus on developing well-rounded students in an inclusive education system.  This study encourages all educators to reflect on these findings as they have the potential to inform school curriculum and policy, and enhance principals’ educational leadership practice to influence, transform, and raise Māori student achievement in the New Zealand primary sector.</p>

scholarly journals Raising Māori student achievement in the New Zealand primary sector: Principals perceptions and strategies for effective leadership

2021 ◽  
Author(s):  
◽  
Vanessa Te Huia
Keyword(s):  
Student Achievement ◽  
New Zealand ◽  
Primary School ◽  
Educational Outcomes ◽  
Leadership Practices ◽  
Effective Leadership ◽  
School Principals ◽  
Learning Experiences ◽  
Primary Sector ◽  
Primary School Principals

<p>The role of the New Zealand primary school principal is fundamental in shaping the learning experiences of primary school students and the environments in which they take place. The decisions these educational leaders make can influence students’ opportunities for achievement and success directly, and indirectly. The Ministry of Education reports nearly one in five Māori children will not have achieved the basic literacy and numeracy standards by the time they leave primary school, and more Māori students are likely to disengage from education at year seven (MOE, 2013a). Improving the educational outcomes of Māori students is an ongoing government priority and numerous resources, initiatives and strategies are available to assist educators in raising Māori student achievement. The Ministry documents also demonstrate that school leaders greatly influence the effectiveness of school-wide practices and strategies aimed at improving the educational outcomes of their Māori students.  This qualitative study explores the perceptions that shape the decisions and practices of primary school principals when aiming to raise Māori student achievement in their school environment. It also seeks to understand how these perceptions manifest themselves within the school organisation and the connection they have to the success of Māori students. This study explores the perspectives and leadership practices of five state primary school principals in Wellington, New Zealand. An online survey via Qualtrics and semi-structured interviews were completed and analysed alongside school charters and recent Education of Review Office evaluations from 2013 and 2014.  Through framing the research within a grounded theory methodology, three significant overarching effective leadership themes emerged from the data: KO AU [ME] (Leadership of the individual), KO MĀTOU [US] (Leadership within the school), and KO TĀTOU [ALL OF US] (Leadership within the wider community). These themes provide indicators for effective leadership practices that could assist principals to raise the achievement of their Māori learners and align directly to the research findings.  Some of the major findings include leading schools to raise Māori student achievement requires principals to have a personal and professional commitment to Te Ao Māori as this enhances the likelihood that the learning environment will reflect these values. Effective principals’ align learning experiences within Te Ao Māori to a shared strategic plan for raising Māori student achievement with a clear focus on both students and staff as the success of each is inter-related. In addition, there is favour for a shift in current assessment measures in the primary sector to include a broader sense of what constitutes educational achievement, as this will enable principals and schools to focus on developing well-rounded students in an inclusive education system.  This study encourages all educators to reflect on these findings as they have the potential to inform school curriculum and policy, and enhance principals’ educational leadership practice to influence, transform, and raise Māori student achievement in the New Zealand primary sector.</p>

scholarly journals A Descriptive Analysis of the Leadership Practices of Primary School Principals in Promoting Sustainability Through Motivating Teachers

2021 ◽  
Vol 12 (1) ◽  
pp. 42-54
Author(s):  
Shuti Steph Khumalo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
Teacher Motivation ◽  
School Principals ◽  
Descriptive Analysis ◽  
Poor Performance ◽  
Building Blocks ◽  
Research Area ◽  
Primary School Principals

Abstract Enhancing sustainability in primary schools is apposite because primary schools are the building blocks in any education system. In its examination, the study provides insights on the role of primary school principals in promoting sustainable education through inspiring teachers. Teacher motivation is a very critical focus research area, particularly in the present depressing times and particularly in promoting sustainability. Without ignoring and dismissing other factors that have a bearing on the poor performance of the South African primary schools, teacher discouragement is one of the factors. The purpose of this investigation was to explore the extent in which the leadership practices of primary school principals promote teacher motivation and ultimately achieving sustainable teacher workforce. This study was based on random sampled primary school teachers in South Africa, Waterberg District. Hundred and fifty survey questionnaires were distributed to participating primary schools and only 96 responses were received. The respondents were from a mix of both male and female teachers who responded to the questionnaire. Descriptive statistics was applied to analyse data. Even though the results indicated that there were issues with teacher motivation, to a significant extent, the majority of respondents demonstrated that most primary principals do take efforts in trying to ensure that teachers are motivated. The results of the study deepen the already existing scope of knowledge regarding teacher motivation, particularly in primary schools.

scholarly journals ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY

2021 ◽  
Vol 79 (1) ◽  
pp. 47-59
Author(s):  
Shuti Steph Khumalo
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Sexual Harassment ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Social Institutions ◽  
Limpopo Province ◽  
Women Principals ◽  
Staff Members

School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment. This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices. Key words: social justice, women principals, sexual harassment, primary schools, insubordination, self-esteem, self-image

scholarly journals The Leadership Practices of the South African Primary School Principals in Promoting Shared Decision Making

2020 ◽  
pp. 139-160
Author(s):  
Shuti Steph Khumalo ◽  
Keyword(s):  
South Africa ◽  
Decision Making ◽  
Primary School ◽  
School Leadership ◽  
Shared Decision Making ◽  
School Principals ◽  
Shared Decision ◽  
Allocation Process ◽  
Primary School Principals ◽  
Role Players

Decision-making is a very critical aspect of management in the schooling environment. The purpose of this chapter was to investigate the role of primary school principals in engaging role players (particularly teachers) in decision-making in South Africa. Before the democratic dispensation in South Africa, decision-making was predominantly top down. This means that school leadership and principals in particular, made most decisions on their own and teachers were expected to implement these decisions without asking questions. The current study was conducted in the Waterberg Education Department, which is one of the education districts in South Africa. A descriptive research method was used and one hundred and seventy questionnaires were administered to teachers. The study revealed that the majority of principals do promote shared decision-making. This is demonstrated by the fact that the findings further indicate that principals create opportunities for decision-making, they provide feedback and expect engagement of the feedback and allow the views of stakeholders in the work allocation process.

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