The distribution of instructional leadership among the school management team in a secondary school in Gauteng

Abstract : This study focused on the concept of distributed instructional leadership (DIL) to investigate the social distribution of instructional leadership (IL) among the School Management Team members in a public secondary school. Furthermore, this research sought to determine the tools used by the SMT in enacting DIL. DIL is viewed as the distribution of instructional leadership functions enacted by the SMT as they go about defining the school mission, managing the instructional programme and promoting a positive school learning climate. The study was framed with a social constructivist paradigm using a qualitative research design. A case study approach was employed, the case being one public secondary school with good academic results in the national Grade 12 examination. Purposive sampling was used, and the sample comprised the principal, deputy principal and three HODs who make up the SMT members in the school. Data was collected by means of semi-structured interviews and document analysis. The findings indicated that instructional leadership was widely distributed among all the SMT members in all three domains namely, defining the school mission, managing the instructional programme and promoting a positive school learning climate. Notably, the SMT played a strong role in curriculum delivery and promoted a positive learning climate. Interestingly, the distribution of the IL role was extended to subject heads who assisted HODs in their IL monitoring and supervisory roles. Various tools were used by all SMT members to enhance effective IL. The tools comprised mainly policies and committees. Some challenges encountered by SMT members in their IL role were high workloads, excessive paperwork, inadequate IL skills, insufficient parental involvement, poor learner discipline and insufficient cooperation on the part of subject heads. It is recommended that SMTs are trained in IL as they require clarity on their specific roles. Furthermore, the position of ‘subject head’ needs to be considered as an official post for which the subject head is remunerated.M.Ed. (Educational Leadership and Management

Management of human resource development by heads of department in primary schools in the Free State

Full ThesisThesis (Ph.D.) - Central University of Technology, Free State, 2006.South Africa has a shortage of SMTs with well-honed management skills. SMTs are working under the most difficult conditions, especially during the transformation process in education. They are often not well-prepared for tasks they must perform and are neither given sufficient training. The focus of this research is to examine the role of HODs in the management of HRD. The EMD curriculum delivery nexus prompts the need to examine curriculum and education management and development, theories, practices and policies that support the implementation of the curriculum. HODs that are determined to build learning organisations should be able to create a culture of collaborative learning, where the acquisition of skills and knowledge is seen as an investment for the future. For transformation to take place in schools, educators should become major focal points for producing the momentum for change. Educational transformation and curriculum change development is taking place at a rapid pace. The whole transformation process is characterised by policy formulation rather than policy implementation. The concern is that the state of readiness of implementation at school level has not been investigated. The establishment of sound legal and regulatory framework to facilitate the transformation process can only become effective if schools are ready for the implementation of the new curriculum. A qualitative research methodology was employed for this study. The key objective of the research was to elicit the perceptions, by means of questionnaires and interviews, that educators and SMTs have of the role that HODs play on the management of HRD to support curriculum change, development and delivery, as well as the role of District Officials in this regard. The population of this study consisted of educators from primary schools in three education districts in the Free State province. The sample employed in this study consisted of sixty educators, including Heads of Department (HODs). Twenty educators per education district were randomly selected. It is evident that HODs require competencies such as staff provisioning, maintaining good human relations and providing an intensive HRD programme so that they manage educators effectively, which, in turn will result in their effective management of departments. The recommendations of this study are incorporated in a Human Resource Development (HRD) programme put forward by the researcher to add to the current body of knowledge in Human Resource Management in Education

Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province

The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at school. Members of the district-based support team, the school governing body, as well as members from the wider school community all have an influence on a teacher’s development as a professional person.Inclusive EducationD. Ed. (Inclusive Education

From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa.

Masters Degrees. University of KwaZulu-Natal, Durban.A qualitative case study of the implementation of inclusive education, as promulgated in the South African Department of Education (DoE)’s White Paper 6 (EWP6), in a full-service school is reported in this study. This case study was conducted in uMngeni district in KwaZulu-Natal Province of South Africa, at Ntabakayikhonjwa Full-Service School. The aims of this study were threefold: To investigate teachers’ understandings and experiences of inclusive education, To understand how this policy translates into practice in a full-service school context, and, To establish what support is available to this school from the district office of the Department of Education as the school implements the inclusive education policy. The theoretical framework that underpinned this study was the theory of diffusion of innovation supported by the two conceptual frameworks, the philosophy of inclusion and school re-culturing. Findings revealed that teachers at this school have a very limited or no understanding of EWP6. Most of the participants in this study constructed different meanings and interpretations of this innovation, and some perceived it as challenging when it comes to implementation. The lack of understanding of the policy of inclusive education suggested that the communication of this innovation from provincial to school levels was problematic and not communicated very well. Further, findings suggested that this school has received insufficient and/or inappropriate support from the DoE in as far as the training of teachers to understand and implement the new innovation. Finally, this study concluded that although the Department of Education has changed structures (developing full-service school) this does not translate into changed school culture and practices. Based on these findings, it is clear that a paradigm shift from the medical model to the social model has not taken place yet. Since this is a new concept in the South African system of education it is recommended that teachers need to be continuously capacitated on this innovation in order to enable them to implement inclusive education in full-service schools successfully

Exploring the role of a school based support team (SBST) in supporting teachers at a rural primary school.

Masters Degree. University of KwaZulu-Natal, Durban.This study explored the role of the School Based Support Team (SBST) in a rural primary school. Teachers of a selected rural primary school in the Embo area under the Pinetown District participated so that the nature and functionality of the SBST could be investigated. Furthermore, teachers’ experiences in implementing Inclusive Education (IE) with the support of the SBST was examined in the study. The Education White Paper 6 of 2001 points out that all children can learn in mainstream schools. The document contends, with the assistance of appropriate support, learners with disabilities can learn together with their peers. This advocacy has created more responsibilities for schools and teachers. At a school level, this paper recommends the formation of a team which supports learning processes through identifying each learner’s needs and addressing barriers to learning thereby promoting teaching and learning which is effective for all. There are guidelines on how the School Based Support Team (SBST) can support teachers who in turn, can willingly support learners with learning difficulties. The District Based Support Team (DBST) ensures that the implementation of IE is practiced in the classrooms by supporting the School Based Support Team (SBST). This study explored the experiences and perceptions of seven members of one rural school’s School Based Support Team (SBST). The participants included members of the school’s management team and three classroom teachers (who represented the three phases) in this chosen public school. For the purpose of the study, a qualitative study design was used to understand teachers’ experiences. The case study methodology was designed because it complemented the nature of this study as it aimed at understanding a single case within its natural setting. The study deliberated in depth on the situation of the teachers at their school, using interviews to aid data collection, this is typical of case-study research. The data collected were analysed and catergorised according to themes. The participants of the study expressed their successes along with challenges in the implementation of Inclusive Education (IE) with the support they received from the School Based Support Team (SBST). The highlighted successes included the collaboration amongst School Based Support Team (SBST), School Management Team (SMT), classroom teachers and external stakeholders as sister departments and Non-Governmental Organisations (NGOs). Challenges included lack of resources, minimal parental involvement, unavailable or no specified time allocated for support and trial-and-error programmes due to insufficient remedial knowledge and skills. The District Based Support Team (DBST) as a structure appeared to have little impact as it was not following up on referrals or addressing problems of identified learners for additional support and appropriate placements. Furthermore, teachers expressed their dismay regarding contextual factors because of the school being situated in a rural area. The study concluded that the School Based Support Team can play a substantial role in supporting teachers to implement Inclusive Education in a rural primary school effectively despite challenges they encounter

The provisioning of information and communication technology resources in the Mpumalanga Department of Education in FET schools in the Gert Sibande district.

M.Ed.This research provides an analysis on provisioning of information and communication technology (ICT) resources at public further education and training (FET) at Gert Sibande region in Mpumalanga province. In particular the research focuses on the readiness of public FET schools in Gert Sibande region to implement e-Education policy. The main purpose of this inquiry is to conduct baseline surveys focused on the factors that may influence the provisioning of ICT resources in the Gert Sibande region in the MDE. The literature study revealed that computers can deliver and promote high quality education (Kuperstein and Gentile, 1998: 87). Information and Communication Technology (ICT) adds more value to education systems (Forcier, 1996). Since the use of ICT in schools has been shown to be effective, many educators, parents and students already believe that ICT should be the integral part of the South African Education System (Department of Education, 1996). In this study I have collected quantitative data from the participants through survey questionnaires from both the school management teams (SMT) and ICT officials at Gert Sibande region. From the findings on analysis of data, I clustered survey questions (See Annexure A & B) with similar focus into four categories each of which will be explained in greater detail in chapter 4 and 5, namely: • White paper 7 (Interaction), derived from question 4 and 7, • Capacity development of ICT literacy of educators, resultant of question 2 • Policies on distribution/provisioning of ICT resources, derived from question 5, 6, 7 and 8, and • Feasibility of White paper 7 on e-education derived from question 9 and 10.Prof. D. van der Westhuize

Exploring SMTs’ experiences in the supervision of CAPS at South African Primary School in Pinetown District.

Masters Degree. University of KwaZulu-Natal, Durban.The aim of the Department of Basic Education is to provide an environment conducive for schooling by appointing competent HoDs of high integrity and professionalism. These schools, regardless of their contexts, are expected to ensure effective implementation and supervision of curriculum guided by CAPS policy. Thus, this study presents a case study of one primary school where three HoDs were participants. The school issituated in the Ntuzuma circuit within the Pinetown district, KwaZulu-Natal. The main aim of the study is to explore HoDs’ experiences of curriculum supervision. Data were generated using one-to-one, semi-structured interviews, reflective activities and focus groups. This study used thematic analysis as the framework for data analysis where a curricular spiders’ web was used as a conceptual framework; thus, both inductive and deductive reasoning were used to strengthen data analysis. The main focus of this study was premised on the assumption that HoDs should demonstrate superior knowledge and understanding of curriculum supervision, and their practice should be seen to influence implementation. The study was able to reveal the myriad forms of interpretation used by HoDs in their quest to perfect curriculum supervision in their respective schools. In short, the study managed to present balanced perspectives on how HoDs in Pinetown understand curriculum management, how they supervise curriculum, and why they supervise the curriculum the way they do. The results show that HoDs always strive to provide their best expert knowledge every time they are required to discharge their daily duties. However, it was noteworthy to learn that these experienced HoDs lack basic knowledge and understanding of the curriculum implementation required for effective supervision of CAPS. This study found that HoDs failed to answer with confidence simple questions about the curriculum spider web used by many educationists to guide curriculum supervision. One of the recommendations was that HoDs must attend refresher courses and learn the basic theories underpinning CAPS before assuming the responsibility of supervising curriculum in order to improve its implementation

Supervision and support at school-based Grade R classes of the Gauteng North District

Empirical research has confirmed the importance of supervision and support to subordinates in improving the quality of performance. This study investigated the nature of supervision and support provided at previously marginalised school-based Grade classes of the Gauteng North District, at Gauteng Province in South Africa. To meet this objective qualitative research design was used. The subjects of the study were all purposefully selected practitioners, Head of Departments and school principals. Data was collected through observations, documents analysis and semi structured interviews (individual and focus group). The total of 33 purposefully selected participants took part in the research. Participants were selected according to the socio-economic status of their schools. It included schools from rural, semi-rural, semi urban and farm areas. To analyse the information collected, responses were grouped into categories as they appear in the practitioners’ observation template and ATLAS ti. software themes for individual and focus group interviews. The findings showed that the nature of supervision and support provided in Grade classes compromised the quality of teaching. Practitioners were also very vocal about the absence of support they get with regard to classroom practices from the School Management Team (SMT). The Head of Departments also mentioned lack of knowledge of Grade R practices, work overload and limited time as challenges that inhibit them to provide the needed support. Their concerns were also confirmed by the findings of the conducted classroom observations. The mistakes and omissions made by practitioners when carrying out Grade R daily routine activities indicated a lack of proper guidance and support. It was also confirmed during practitioners’ interviews that, practitioners worked on their own without any classroom support or guidance. The problems noted were exacerbated by the lack of professional qualification of practitioners. This study made recommendations and proposed a functional model of supervision and support that could address the challenges of poor supervision and support at Grade R classes.Curriculum and Instructional StudiesD. Ed. (Curriculum Studies

Leadership for inclusive education: a case study of a school management team in an urban primary school.

Masters in Educational Leadership, Management and Policy. University of KwaZulu-Natal, Durban, 2019.This thesis is a presentation of a school management team’s experiences of leadership for inclusive education in an urban primary school in South Africa. The study was guided by three research questions: What are evident leadership practices from the SMT that foster inclusive education in an urban primary school? What challenges does the SMT experience when fostering and leading for inclusive education? How does the SMT assist educators to fully embrace inclusive education in their classrooms? The study employed Bass’s Transformational Leadership Theory as it focusses on the possible role SMT’s play in guiding and supporting their educators when leading inclusive education at schools. This case study was approached from an interpretivist paradigm and adopted a qualitative approach. The participants were purposely sampled which included three management members of an urban primary school, the Principal of the school, a Senior Phase Departmental Head and an Intermediate Phase Departmental Head. Semi-structured interviews with all three participants and document analysis were the tools utilised for data generation. Data was analysed using the thematic analysis approach. The findings of the study revealed that there were many factors that contributed to the SMT’s experiences of leading inclusive education at their urban primary school. Four main themes and a few sub-themes emerged from the data that was generated. The themes were the leadership practices of SMTs for inclusive education; challenges of fostering and leading inclusive education; lack of parental support and the reasons why educators are not equally excited to embrace inclusive education. The sub-themes included provide mentoring to educators; leaders as role models; creating space for professional development; lack of adequate support from departmental structures; lack of resources for the successful implementation of inclusive education; lack of financial resources; lack of appropriate human resources and lack of additional teaching resources for learners with special needs. The findings revealed that the SMT members provided positive experiences that assured the educators they were leading, that they were not isolated or alone. The challenges that the SMT faced in leading inclusive education, formed a barrier to the successful implementation of inclusive education