Principals' views regarding their own professional development needs in relation to teacher leadership.
Zondo, Bonakele Victoria.
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Since the beginning of the new democratic regime, South African schools have experienced numerous change innovations in leadership and management. These changes have further brought high levels of complexities in relation to the roles of school principals as school managers and leaders. School principals seem to be overwhelmed by such changes and their complex roles. In order for principals to handle these complex situations they are faced with in the contexts where they are working, literature suggests that they require specialized skills and knowledge which will enable them to deal with their various contexts effectively. Some Professional Development programmes have been put in place to assist principals to better their skills and learn new strategies which will in turn influence and enhance effective teaching and learning in schools. This is a small-scale qualitative study which sought to establish principals’ views on their own professional development needs and support in promoting teacher leadership in schools. Literature is used extensively in this study to understand the need for professional development of principals as well as the need for principals to encourage and empower teachers to become leaders. In order to achieve this, the study uses a small scale qualitative research with in-depth face to face interviews to get the views and perceptions and views of school principals, as participants of the study, regarding the matter. Furthermore, the study employs document analysis as a secondary method to enhance the quality of the research findings in relation to the relevant literature.