Interpreting the leadership practice of a South African school using the leaderful practice model

Published ArticleLiterature reveals the crucial influence of school leadership on the creation and maintenance of successful schools. In searching for new foundations to understand leadership, Raelin's leaderful practice model serves as an authentic model to describe a successful South African leadership practice. A qualitative study was used to interpret school leadership in primary schools through the lens of the leaderful practice model. The following observations emerged from the study: "It is passion that makes people succeed in life"; "It isn't my school, it's our school"; and "Development has to be an integral part of education". By sharing the leadership experiences of the principal, this study could serve as a valuable resource and promote the creation of other leaderful practices in South African schools

Using reflexive photography to study a principal’s experiences of the impact of professional development on a school: a case study

The changing social and economic environment has a direct impact on schools and their effective management. School principals have to deal with issues hitherto unknown to them in historical school cultures. This article attempts to describe a South African principal’s experience of the way in which professional development (PD) impacted on the development of the school and the way in which his PD – and that of his staff – manifests itself in the functioning of the school. An exploratory qualitative study employing visual ethnography was deemed appropriate for the study. Convenient and selective sampling was used in the study, identifying a school principal who proved to be an exemplar of a principal placing a high premium on his own continuing professional development and that of others. Data were collected by means of reflexive photography, the principal’s writings and a photo-elicitation interview. The fol-lowing categories emerged from the data: the commitment and attitude of the principal to professional development; the head start: receiving the inviting school award; be positive (B+); a focus on client service (doing more than is expected; the blue and orange card system for learners; and inculcating a value system); and what do we do differently

Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT), as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger’s social learning systems conflict with effective professional development (PD) programmes and CPDT

Creating intentionally inviting schools through professional development: an appreciative inquiry

The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers’ awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based

Opvoeders se persepsies van hulle werkmotivering: 'n kwalitatiewe studie

Teachers' perception of their work motivation: a qualitative study. During the past few years the changes in the South African education system have come under the spotlight. These changes may have an impact on the working conditions of educators and subsequently influence their motivation. If school managers can identify the factors that influence the motivation of educators in time, they can implement and execute effective motivation strategies to ensure that educators, in the midst of the changes, can still perform their duties in an effective, enthusiastic and motivated manner. Educator motivation is influenced by two sets of factors, namely intrinsic factors that is a direct result of the work itself, and extrinsic factors that are found in the working environment. This article reports on a qualitative study to determine the intrinsic and extrinsic factors that influence educator motivation in the Eastern Cape. (South African Journal of Education: 2003 22(3): 205-212

Dosente se belewing van die veranderingsproses aan 'n tersiêre onderwysinrigting

Lecturers' experience of the change process at a tertiary education institution. This article describes a qualitative study that focused on how lecturers experience the process of change at a particular tertiary education institution in South Africa. A phenomenological approach was followed since this approach strives to convey people's perceptions of certain experiences in words. Individual, unstructured interviews with a number of lecturers, who have been employed at the tertiary education institution for the past four years or longer, were conducted and rich and descriptive data were collected. A number of categories emerged from analysis of the data. After research had been completed and the data interpreted, a literature control was done and conclusions were reached. It was found that people involved in far-reaching changes, such as those discussed in this study, should be treated with the necessary empathy throughout the process, as this can be a most stressful experience for all concerned. (South African Journal of Education: 2003 22(3): 198-204

Professional development of teachers: Critical success factors

Professional development (PD) has attracted a great deal of attention in recent years. Despite research findings, the development of many PD programmes often rests on faulty assumptions of such research or even no research at all. The purpose of this article is threefold: to explain why some PD programmes have been unsuccessful; to outline key factors that may influence the effective implementation of PD and to explain the importance of contextual factors like environment, internal conditions and individual considerations as the major sources of momentum for PD in schools. Specific categories that are high-lighted include the following: learning styles of educators, educator commitment, transformational leadership, out-of-school conditions, in-school conditions and requirements of PD programmes. The design of PD requires a new way of thinking and interacting and, most importantly, should be a step towards improved learner performance

Continuing professional development in South African schools: Staff perceptions and the role of principals

Changes in education depend on the quality of teachers. As a result, the Professional Development (PD) of teachers has become increasingly important for school improvement initiatives. To address the challenges in the South African education system, the National Policy Framework for Teacher Education and Development (Republic of South Africa 2007) was instituted to assist in the provision of qualified teachers. The perceptions of staff and the role of leadership in the professional development of staff in South African schools? The inquiry discussed in this article was qualitative within specially selected schools. The following major findings emerged from the data analysis: (1) Overall view of professional development in the South African education system; (2) Experiences of official PD programmes: “A waffle,waffle waffle” versus being “excited”; (3) “Programmes should lead to a paradigm shift in teachers”; and (4) The key role of the principal in professional development: “plant and plough” in teachers.This work is based upon research supported by the National Research Foundation in South AfricaEducational Leadership and Managemen

Building Professional Learning Communities to Enhance Continuing Professional Development in South African Schools.

As part of a developing country South African teachers need to be appropriately developed to meet the growing social and economic needs of the country. The National Policy Framework for Teacher Education and Development and the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa are two initiatives to fulfil the dire need for quality teachers. Since little research has been done on aspects that are important for effective collaboration among teachers, this article attempts to answer the following research problem: How can professional learning communities in schools be implemented effectively to enhance the continuing professional development of teachers in South African schools? A dynamic model of professional learning communities is presented, showing how individual learning, professional development communities, a conducive school environment and networking lead to transformational change in teachers.This work is based upon research supported by the National Research Foundation in South AfricaEducational Leadership and Managemen

The changing principalship in South African schools

A current international trend in education reform is the devolution of decision-making powers from central level to the school level. Together with certain structural reforms regarding shared decision-making, the South African government has also initiated programmes of curriculum reform, and a general drive to improve the culture of teaching and learning in schools. The devolution of authority through decentralisation is the first dimension of school-based management. The second dimension of school-based management refers to the participation of stakeholders. The key changes in the way schools in South Africa are organised with regard to the role of principals are outlined in this article. Two reform initiatives, whole school evaluation and developmental appraisal are briefly described. The article concludes with a model for management of resistance to change