Leadership Approaches to Negotiate Challenges in a Changing Education Landscape

The argumentative point of departure of this scholarly book is the common conviction of specialists in the field of education in South Africa that the national education system is not at a satisfactory level – in both the academic and the public discourse. Such allegations are made and, frequently, stronger adjectives than ‘non-satisfactory’ are used. Results of international test series in which South Africa has participated, such as the 2015 TIMSS tests, confirm the negative verdicts found in the (public and scholarly) discourse. This book aims to argue that although the lack of performance could be attributed to a multiplicity of factors, one factor that can make a difference in the achievement levels obtained by learners in schools is leadership. The book demonstrates that a particular problem of both the scholarly and the public discourse on education in South Africa is an overtone of defeatism or resignation, blaming all ills in the education system and educational institutions on historical legacies and/or contextual factors (such as socio-economic deprivation in the catchment areas of schools) or poor resources and infrastructure. This collected work was inspired by a recently published spate of articles on top-performing schools (including top-performing schools in rural communities), in which it was demonstrated that good leadership can overcome such contextual and other challenges. The book unpacks the issue of leadership in South African schools from a variety of perspectives, thus contributing to the development of the scholarly discourse on Educational Leadership in South Africa. The target audience of the book is scholars of Educational Leadership. The research reported in the chapters draw on a wide range of methodologies, including empirical (survey) research (questionnaires and interviews), critical literature surveys, and the comparative method

Die inskakelingsprobleme van tydelike onderwyspersoneel in die sekondêre skool

Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000The purpose of this study was to determine the induction problems of temporary teachers in secondary schools in the Northern Cape Province. This aim was achieved by firstly embarking upon a literature study on the nature of induction and secondly on the induction problems of temporary teachers. Thirdly an empirical investigation was conducted on the induction problems of temporary teachers. Finally, recommendations were made through which temporary teachers' problems can be resolved. Findings from the literature study indicate that the temporary teacher encounters numerous induction problems that include administrative problems, problems with teaching and learning, management problems, interpersonal and other problems. Administrative problems include aspects such as late notice of a post, that no floor plan is presented, that school rules and departmental regulations are not conveyed to the temporary teacher, problems with internal administrative issues and a lack of an information brochure. Problems with the learning and teaching situation relate to issues such as poor lesson planning, a poor culture of learning and teaching as well as strikes by teachers. Management problems relate to issues such as in service training, classroom management, school environment, service contract, unfamiliarity with management style and a lack of acknowledgement Interpersonal issues include problems with collegial and learner relationships as well as problems with parent teacher contact. Other problems include aspects such as personal problems, privacy, versatility, future planning and continuity. Findings based on the empirical study indicate that the respondents encounter less (none too few) problems within the school as was reported in the literature study. However, there are issues such as redeployment of teachers, service contract, uncertainty about a teaching post, lack of parental involvement and a lack of writing and textbooks which pose problems for the temporary teacher. These issues do not lie within the sphere of the school itself but need the attention of the Department of Education. The recommendations of this study therefore emphasise the need for the Department of Education to take an in depth look into the last mentioned factors that are causing problems for temporary teachers. Furthermore it is to be recommended that temporary teachers can be part of the induction programme of permanent teaching staff seeing that their induction problems within the school are not of a serious nature.Master

The multidimensional role of the principal in post-apartheid-South-Africa

The end of apartheid in 1994 brought about radical changes in the South African education system, especially for school principals to manage their own affairs as promulgated in the South African Schools Act. These developments have changed the principal's position irrevocably. However, these changes did not result in the expected outcome in the majority of schools for a number of reasons. Teachers are frequently  unsure whether the anticipated changes will have the desired impact in schools. Moreover, principals and teachers have different views on how these changes will affect schools and their work. This paper adopts a conceptual approach that draws on various theories and concepts from the literature on school leadership and management. Understanding the challenges of the school principal's job after apartheid was the aim of the research. The Standards for School Principalship (2015) provided the theoretical framework and basis for this conceptual paper. It should be noted that principals are the most crucial persons in education since they serve as managers and major delivery agents in the educational system. They are the driving force behind improved educational outcomes in South Africa after apartheid. However, it is increasingly uncommon for principals to carry out their multifaceted tasks alone because of how significantly their positions have altered since 1994. All the parties concerned with running a school should receive training and orientation in this respect. The main findings of this paper are that, since the end of  apartheid, principals face various challenges in their role, such as lack of resources, support, autonomy, accountability, collaboration, diversity, equity, quality, innovation, and professionalism

Techno-Rationalism and Higher Educational Law: Examining Legal Frameworks in Southern African Universities from a Freirean Critical Pedagogy Perspective

This conceptual article explores the profound impact of techno-rationalism on educational law in Southern African universities. It also examines the influence of techno-rationalism on equity, social justice and academic freedom within higher education in the digital era. The article critically analyses the reshaping of educational law in Southern Africa by considering technological advancements, economic forces, affective factors and socio-cultural dynamics. It aims to investigate whether the implementation of techno-rationalist discourses hinders social justice aspirations in universities. Additionally, the article explores how pervasive neoliberalism and market-driven logic are at universities, questioning whether these practices overshadow the institution’s core objectives and commitment to social justice. The article envisions possibilities for reconceptualising the university in the era of techno-rationalism through the critical pedagogy theory. This theory is relevant to this work because it promotes an emancipatory theoretical framework that challenges learning environments, especially higher education institutions, where people might be politically, socially and economically disempowered. It also calls for a holistic approach to knowledge, curriculum and pedagogy that recognises the university’s embeddedness in a broader ecological and socio-cultural context. Through this exploration, the article contributes to the scholarly discourse on the decolonisation of universities and seeks to inspire new lines of enquiry addressing inequality and the pursuit of social justice in Southern African higher education institutions