Leadership approaches of principals heading National Strategy Learner Attainment Schools in South Africa

This study examines the leadership approaches associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. This article reports on a qualitative multiple-case study focused on five successful NSLA secondary schools in Cape Town, South Africa. Data was collected from principals, teachers and selected School Management Team (SMT) members via questionnaires and semi-structured interviews to understand the leadership practices and personality traits that characterised the leadership approaches of principals to facilitate teaching and learning for improving academic performance of learners. The findings indicated that an integrated leadership principal leadership framework would be most effective because it would cultivate community between teachers and learners and result into improved academic performance. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into consideration the situational context for effective leadership and decision-making.

Overview of Leadership Approaches

Leadership is the backbone of organizational success, and it is evident from the fact that leadership has been researched for more than 50 years. In literature, leadership has been discussed based on different schools of thoughts. This chapter articulates different leadership approaches in order to provide a clear understanding of leadership development with the passage of time. It describes trait approach, behavioral approach, and contingency approach to leadership. Furthermore, it also explains full range leadership model and some emerging leadership styles in the organizational context.

Need for Leadership in Times of Crises

The aim of this chapter is to give a comprehensive framework through integrating the modern and post-modern leadership approaches in times of crises. The COVID-19 pandemic has led to great challenges worldwide. Organizing in times of crisis or crisis management has gained greater attention much more than before. Pandemic new workforce created new perspectives on the basis of leadership. This study provides detailed information about both modern leadership types as autocratic, democratic, laissez-faire, charismatic, transformational, transactional, and post-modern leadership types as spiritual, resonant, agile, relational social constructionist, and hybrid. In chaotic and uncertain environment, the leadership types and their effectiveness are analyzed and discussed at the heart of social exchange, social identity, leader-member exchange, self-determination, and complexity leadership theoretical point of views and related empirical findings.

Principal’s Role in Supporting Teacher Collaborative Learning

Teacher collaborative learning remains one of the fundamental professional development methods that help teachers improve their professional skills and competencies. Consequently, responsible institutions as well as scholars and experts encourage and instruct teachers to partake in collaborative learning activities as much as possible. Nevertheless, teacher collaborative learning does not happen per se. Due to various factors and circumstances, teachers have to be counselled, encouraged, and supported for taking part in such activities. This responsibility and competence is usually entrusted to school principals. This research shows that principals play a major role in this process by fostering organizational learning, collaborative culture, creating a trustworthy environment, making structural arrangements, and securing infrastructural facilities. It also shows that collaborative learning in the research context takes place in a limited number of formats, mainly in the activities of professional communities and mentoring pairs, and principals have to apply various leadership approaches for protecting and advancing the collaborative climate in the schools they run. This article, which presents only one portion of a doctoral research, is based on the data collected from 518 teachers and eight principals of 24 schools in Kosovo. The sequential-explanatory mixed-method approach was utilized to collect the data. Descriptive and inferential statistics were employed to analyze the quantitative data and the qualitative ones were explored through the thematic analysis.

Introduction

This chapter introduces the background of the book and the motivation to write it. Moreover it describes the book’s contribution to knowledge as being the first book on leadership approaches solely found in project settings. Then it defines the main concepts and terms used throughout this volume. It starts with a definition of leadership approaches, such as vertical, horizontal, team-based, and balanced leadership approaches, then it introduces the popular leadership styles used within these leadership approaches. This includes transactional, transformational, autocratic, democratic, and laissez-faire, as well shared and distributed leadership styles. The chapter ends with a short overview of the book’s chapters.