Exploring the role of school management teams (SMTs) in leading and managing school based teacher professional development : a case study of three primary schools in Pinetown district.
This study explored the role of School Management Teams (SMTs) in leading and managing school-based teacher professional development. This was a case study of three schools from Mafukuzela-Gandhi circuit in Pinetown district. Participants comprised twelve Principals, Deputy Principal, HODs and teachers who were involved in one-toone interviews (for principals) and focus group interviews (for deputy principals, HODs and teachers). Data were also collected through observations and document analysis. According to the information from participants, school-based teacher professional development is necessary because in schools there are unqualified teachers, inexperienced teachers and teachers who qualified a long time ago. All these categories of educators need to be trained and equipped with skills and knowledge that would enable them to teach effectively and efficiently. Findings show that SMTs hold meetings to identify specific problems facing teachers in schools with the intention to assist teachers to overcome the problems they face, SMTs organise school-based training workshops. The challenges that face SMTs in executing school-based teacher professional development include: non-involvement of teachers in decision-making; incompetence of some SMTs in running the workshops; lack of cooperation from teachers and negative attitudes of some teachers who do not want to change. The study concludes by suggesting a modified model of a professional development design framework that can be utilised to minimise SMTs' challenges in school-based teachers‟ professional development.
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The role of school management team (SMT) in leading professional development for the introduction of further education and training (FET) curriculum in three schools in the Pinetown District. Mkwanazi, Fikile. (2007)The coming into being of a democratic South Africa in 1994 has resulted in many changes in the education system. Many changes in the education system have taken place in the area of curriculum and management of schools. ...
Emotional intelligence and school leadership : a study of primary school principals in the Pinetown District of KwaZulu-Natal. Madondo, Nonjabulo Fortunate. (2016-01-19)Decentralisation and devolution of power in the education system post 1994 in South Africa has brought additional roles and responsibilities for school principals. Consequently, school principals are now encountering ...
School principals' instructional leadership practices : a case study of two schools in the Pinetown District. Gowpall, Yachna. (2015)This research project explored the instructional leadership practices of school principals and was conducted as a case study in one education district of Pinetown, KwaZulu-Natal. The study included two school principals ...