Browsing by Author "Mkhize, Bongani Nhlanhla Cyril Kenneth."

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Complexities of leading and managing curriculum in rural secondary schools.
(2015) Zondo, Dumisani Brian.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
Abstract available in PDF file.
Creating learning spaces for the 21st century learning in rural secondary schools: a leadership perspective.
(2022) Zondo, Dumisani Brian.; Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bayeni, Sibusiso Douglas.
This study focuses on the practices of school leadership in two rural secondary schools as they create learning spaces that support the 21st century learning. The study adopted a qualitative multiple-sites case study design that was underpinned by interpretivist paradigm. Data was generated from 13 participants who were purposively selected, through the use of semi-structured interviews and documents reviews. Transformational Leadership Theory by Bass and Riggio and Instructional Leadership Model by Hallinger and Murphy were adopted as a theoretical framework for this study. The data that was generated through the two techniques (interviews and documents reviews) was analysed through the complementary use of content analysis and inductive analyses. The findings showed that school leadership embracing collaborative school climate that enabled the intrinsically motivated and technology savvy teachers to reconfigure the traditional classroom conceptualisation into learning spaces for the 21st century learning. Such teachers infused the technological theories in teaching and learning and adopted a learner-centric pedagogy that prioritises the 21st century skills. The study contributes in different ways, including the destabilisation of the notion that transformational leadership is only exercised by people in formal position of leadership. The power of bottom-up influence came to the fore in this thesis.
Educators’ leadership and management experiences in supporting learners’ transition from the foundation phase to the intermediate phase in primary schools in the uMlazi district: a multiple case study.
(2022) Shabalala, Sandile Caiphas.; Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.
Primary school educators play a pivotal role in building a solid foundation for learners to be able to succeed academically throughout their entire school journey. However, some educators in the primary schools, traverse through a rough patch when learners have to transition from one phase to another phase. Little is known about how these educators deal with teaching and learning during this critical stage of transition. But more importantly, little is known about how educators support these learners to adapt to and cope with phase transition. This study explored educators’ leadership and management experiences in supporting learners’ transition from Foundation to Intermediate Phase in primary schools in the uMlazi District. The participating primary schools were located in rural, semi-rural and in the township. In this research, I adopted a qualitative multiple case study within interpretivist paradigm. Twelve Fourth Grade educators from three primary schools from the uMlazi District were purposefully selected for this study. The study is underpinned by Adaptive Leadership Theory by Heifetz, Grashow and Linsky (2009), and Hallinger’ (2011) synthesised model of leadership. Semi-structures were used to generate qualitative data. Thematic data analysis was used to analyse the data. What emerges from the data was that learners in the fourth grade are encountered numerous challenges which complicated their journey as they progress from Grade Three to Grade Four. The findings also show that educators involved did their best to counteract the negative effects of the hostile environment to support these Grade Four learners cope with new teaching and learning environment.
Employing African Indigenous Knowledge Systems in managing learner discipline: perspectives of school management teams.
(2019) Enock, Meda Desire’.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
The aim of this study was to explore the perspectives of School Management Teams (SMTs) about incorporating African Indigenous Knowledge Systems in managing learner discipline in schools. It set out to explore whether African Indigenous Knowledge systems has a space in our schools, in particular with helping to manage learner discipline. African Indigenous Knowledge comprises of values such as respect, kindness and humanity which are needed in schools to help manage learner discipline. The Ubuntu Leadership Philosophy was used as the theoretical framework, justified for its ability to present a way of being, understanding and acting in the world. The study was conducted within the Interpretivist paradigm and a Qualitative case study was adopted as a research approach. Semi-structured interviews with two Principals, two Deputy Principals and two Departmental Heads were used to generate data. Thematic analysis was used to analyse generated and transcribed data. Findings suggest that School Management Teams have some understanding of the concept of African Indigenous Knowledge System. Two views emerged on whether AIKS has a space in South African schools, particularly to help manage learner discipline. It was also found that if AIKS could be adapted and incorporated in schools, it could be a useful framework to manage learner discipline.
The enactment of teacher leadership: a case study of three schools in the Pinetown District.
(2019) Ngcobo, Siphindile Anne-Marry.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
Post 1994, the vision of the South African education policy system was to transform schools into more effective places of teaching and learning. To achieve this vision, educational policies suggest a shift or realignment in management practices from traditional autocratic headship to more participatory leadership practices. This means a call for teacher leadership to accommodate the new shift to a democratic dispensation in South Africa. This is because teacher leadership has the potential to positively influence, nurture and support educational improvement efforts of other teachers. This paradigm shift assumes that effective leadership and management of schools might secure and sustain school improvement. It is evident from this study that a lot needs to be done in South African schools to embrace the concept and practice of teacher leadership in order to address factors that seem to impede the implementation of teacher leadership. Against this backdrop, the purpose of my study was to explore the enactment of teacher leadership in three schools in the Pinetown District. The study explores how teacher leadership is enacted in schools by looking at factors which enhance or inhibit enactment of teacher leadership in schools. My study was conducted within a qualitative interpretive paradigm which adopted a case study strategy in three schools in Pinetown. The study used purposive sampling with two teacher leaders and one HoD per school as the unit of analysis. In this study data was generated using semi-structured interviews. Semi-structured interviews provided me with flexibility in terms of responses, and the freedom to employ follow-up questions in order to obtain clarity and more in-depth feedback. Since the research was qualitative in nature, it resulted in massive transcribed data generated through interviews. Generated data from the research participants during the semi-structured interviews were transcribed into a text. After transcribing data, a process of ‘coding’ was used and each theme was assigned to a specific focus. This means that data was analysed using thematic analysis. The findings of this study indicate that teacher leadership is an unknown concept to teacher leaders but their responses show that teacher leadership was enacted differently at the three school contexts depending on the culture and structure of each school. This study further reveals that teacher leaders who are subject heads seem to deal more with the compliance and regulatory components by ensuring that all is done according to the book. Findings also reveal that teacher leadership is mainly learner and outcomes driven. Furthermore, findings pointed to a number of challenges that negatively impacted on teacher viii leaders’ motivational levels to engage in leadership roles. These challenges included little support from School Management Teams (SMTs) and very little guidance on legal, behavioural guidance and support. The study recommends that teacher leaders should take the initiative in engaging in leadership roles. It also recommends that there should be mediations by the SMT to assist teacher leaders with task performance. This study also recommends that the SMT should recognise and reward teacher leaders for their endless leadership efforts in schools. Lastly, the study recommended that there needs to be role clarification to avoid role conflict and confusion going forward in managing issues around the needs of teacher leaders in schools. The study therefore suggested that there is a necessity to reassign workload and provide time management skills to assist teacher leaders in schools.
Exploring experiences of principals in recruiting and retaining qualified educators in schools located in rural areas: a case study in King Cetshwayo Circuit.
(2018) Mabida, Lucia Nomvula Butter.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
Some principals in schools located in rural areas are faced with a major challenge of recruiting and retaining qualified educators. Hence education is mostly affected by these shortages. This study sought to explore the experiences of principals in recruiting and retaining qualified educators in schools located in the rural areas of King Cetshwayo District. Through a qualitative case study of qualified educators, this study overcomes this gap by exploring experiences that affect the recruitment and retention of qualified educators in rural settings in KwaZulu-Natal. This study is located within an interpretive paradigm. The data was generated in three primary schools where principals were purposively sampled as participants. Semi- structured interviews were administered. The objectives of the study were to explore the experiences of principals in recruiting qualified educators; to explore the experiences of principals in retaining qualified educators; and to understand how challenges experienced by principals in recruiting and retaining qualified educators in schools located in rural areas are mitigated. This study is underpinned under two theories: human relations and job embeddedness theory. The findings supported by the literature reviewed revealed that school principals are faced with the following challenges in recruiting and retaining qualified educators: geographic and social isolation, as well as poor working conditions; mitigation strategies included recruiting persons with rural backgrounds, providing mentoring platforms, and parental involvement. Few recommendations were made towards recruitment and retention of qualified educators located in rural areas .The first recommendation is directed to principals of primary schools located in rural areas. The second one is directed to the research community for further studies to be conducted in this area. v ABBREVIATIONS AND ACRONYMS DUT Durban University of Technology HoD Head of Department ICT NCS Information Communication Technology National Curriculum Statement NCTAF National Commission on Teaching and America’s Future Outcome Based Education PGCE Post Graduate Certificate in Education PL1 Post Level 1 PPM Post Provision Modern RDP RNCS Reconstruction and Development Programme Revised National Curriculum Statement SASMS South African School Management Systems SGB School Governing Body SMT School Management Team
Exploring instructional leadership practices of school principals : a case study of three secondary schools in Umbumbulu circuit.
(2012) Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.
There are substantive external demands for improved learner achievement, particularly in secondary schools, and increasingly, principals have to bear the pressures that accompany these demands. Instructional leadership concept is being advocated one of the approaches that school leaders may consider in order to promote a culture of teaching and learning within their schools. Therefore a qualitative case study was undertaken to explore instructional leadership practices of three secondary school principals in Umbumbulu Circuit. The focus of the study was based on the assumption that principals were instructional leaders as it was the expectation of government policy. The study therefore, did not seek to find out if principals in the study were indeed instructional leaders, but it sought to understand the manner in which they practicalised this expectation. In short, the study sought to gain an insight into how secondary school principals in this area enacted instructional leadership and why they enacted it the way they did. Three schools were selected among those schools that had experienced drastic improvement in their matric results in the past five years or so. The research design employed was qualitative and semi-structured interviews with three principals and three educators. These interviews were audio taped and transcribed for analysis. The results indicated that principals enacted instructional leadership practices by (a) sharing vision among members of the school (b) monitoring instructions (c) encouraging professional development of their teaching staff (d) ensuring that instructional time was not interrupted (e) furnishing professional materials and resources to the teachers (f) monitoring and discussion assessment issues with the teachers (g) recognising and rewarding good performance and (h) preparing and sustaining learning environment that is conducive to teaching and learning. The main aim was to enhance teaching and learning in the schools as these principals strongly believed that it was their responsibility to do so.
Exploring school principals’ experiences of parental involvement in primary schools situated in low-income communities.
(2021) Govender, Kerishka.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
This study is a qualitative case study that took place in three schools within the township of Phoenix. This study explored how primary school principals working in low-income communities experienced parental involvement. Purposive and convenience sampling were used to select three primary school principals with varying years of experience working in the low-income community. Data was generated through semi-structured interviews and document review and analysed thematically. Findings from this study have indicated that South African schools in low-income communities are still challenged by socio-economic factors that negatively influence parental involvement. The amount of parental involvement in schools is dependent on the leadership attitude and the strategies in place to promote and sustain parental involvement. These findings indicate that even though socio-economic factors cannot be eradicated in low-income communities, there can still be an improvement to parental involvement based on the schools’ strategies and the school leaders’ attitude towards parental involvement.
Exploring the management role of senior lecturers in Technical Vocational Education and Training Colleges.
(2021) Dlamini, Zakithi Ladyfair.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
This study is a qualitative case study which was undertaken to explore the management role of senior lecturers in three TVET colleges that are based in the Province of KwaZulu-Natal. There is great pressure from the government, industry and other external stakeholders that TVET colleges must improve student results and to provide skilled and capable workforce. College management, particularly senior lecturers are viewed as the critical tier in layers of management at the campus in terms of influencing student performance. The study sought to unpack the manner in which senior lecturers enact their roles and responsibilities as managers. Five senior lecturers were interviewed from different TVET colleges. The interviews were audio taped and then transcribed for analysis. The outcome from the analysis indicated that senior lecturers focused on the following roles when enacted their roles as managers (a) Teaching and learning; (b) Supervision of teaching and learning; (c) Promoting a positive learning environment; (d) Monitoring; (e) Quality management.
A follower-centric study of women leadership in one secondary school : teachers' perspectives.
(2016) Malik, Yasmeen.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
South Africa’s transition into democracy, presents a distinct environment for the study of women leadership. This is so because extensive national and international legislative measures were put in place to uplift the previously marginalised status of women. Since leadership studies have primarily focused on leaders, this follower-centric study focused on ‘what’ secondary school teachers’ perspectives of women leadership were and ‘how’ such perspectives were constructed based on their lived experiences of being led by women in one school. Following a qualitative case study design, embedded within an interpretivist paradigm, the findings for this study were derived from document reviews, seven photo-elicited, semi-structured individual interviews and a photo-elicited focus group interview. The Social Role Theory, the Role Congruity Theory and the transformational theory, constituted the theoretical framework that assisted in analysing data against the social roles of women and prejudice against women leaders respectively. Findings revealed two contradictory styles of women leadership including a feminine or ‘Mothering Leadership’ and an ‘Iron Lady’ leadership style or a highly masculine leadership style. Male participants mostly identified with the Mothering Leadership style, refuting any oppressive, Iron Lady leadership styles. The caring, nurturing and intuitive; patient and persevering; approachable and understanding; humble and motivational; sociable, people and relationship-oriented attributes of mothering leaders were positively evaluated , while the emotional, sensitive and over-caring attributes of mothering leaders came under some criticism. The Iron Ladies’ autocratic and forceful; commanding and demanding; bold and assertive and task and performance oriented attributes were negatively evaluated by female participants with some appraisal of assertive attributes. A passive, robotic leadership style of women was identified in addition to them being perceived as ineffective team leaders and delegators. Due to the domination of males in leadership positions, women leaders were found to be heavily dependent on and following male leaders, while they remained submissive and voiceless in their formal positions. Leadership being largely judged against a yardstick that is male, evidently resulted in masculinist women leaders being subjected to derogatory name-calling, feelings of inferiority and an urge to go ‘more than the extra mile’ to prove their worth to a chastising society.
Generation, management and use of school data by the school management team in one primary school.
(2021) Ndaba, Emmerent Malungi.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
A qualitative based study underpinned by the interpretive paradigm which was undertaken to explore how does the School Management Team (SMT) perceive learners’ data generation, management and usage in one primary school to inform school practices. This study employed transformational leadership and distributed leadership theories to understand and explore the phenomenon. Data was generated using individual semi-structured interviews involving 7 SMT members: the school principal, two deputy principals, and four departmental head. The study is grounded by a study by which addresses the importance of data collection in a business or organisation for gaining quality information for making informed decision/s for further analysis, study and research, which may result in stumbling of organisations or companies and working in the dark should they operate without data or using the outdated data (Big Data, 2015). Findings indicated the importance of data generation, management, and use by the SMT to understand learner needs better, improving both learner and school performance and assisting in informed decision-making.
Identities of principals leading successful schools in deprived contexts: a narrative inquiry.
(2019) Ngidi, Sihle Siyabonga.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
This is a qualitative study that explored the identities of principals that are leading successful schools in deprived contexts. The study comprised of three principals from three education district of KwaZulu-Natal, South Africa. The participants were purposefully selected due to meeting the requirements of the study. The schools from which the principals lead were rural schools and one township school, which are laden with various deprivations. These schools regardless of the deprived contexts are successful. The aims of the study were two-fold. Firstly, it aimed at discovering the identities that are common and those that are exclusive to individual participants (Principals) leading successful schools in deprived contexts. Secondly, it sought to establish how these identities intersect and shape the leadership of the Principals in the study. The study adopted the qualitative research design. Narrative Inquiry was used as a methodology. In line with Narrative Inquiry methodology, the study employed three methods of generating field texts (data), namely: conversational interviews, narrative posters and letter writing. The analysis was done at two levels. First level is the retelling of narratives (narrative analysis) and the second level is the identification of emerging identities from the narratives (analysis of narratives). As a theoretical framework, the study adopted the intersectionality theory as a primary frame and social identity theory as a subsidiary frame to aid in the analysis. Some of the findings from the study confirm the existing literature on identities of principals. However, it does also presents ‘fresh’ perspectives on the phenomenon under study. This study has shown that the principals that are leading successful schools in deprived contexts are: 1. Visionary leaders, 2. Time conscious, 3. Team players, and 4. problem solvers. From this inquiry, I also learned that leadership position shapes the principal’s identity as much as identity influences the leadership practice. The new contribution the study is making to the body of knowledge is that: 1. experience which can either be negative or positive can shape someone’s identity. The negative experience can result in a positive identity.
Instructional leadership in the midst of the COVID-19 pandemic: a case study of departmental heads in rural secondary schools.
(2021) Ngcobo, Sokesimbone Nimrod.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
This research aimed at exploring the DHs’ instructional leadership experiences in the midst of COVID-19 pandemic in the Gert Sibande District in the Mpumalanga Province. The study focused on the DHs’ experiences in rural secondary schools during COVID-19 pandemic. This study explored the different experiences of five DHs from three rural schools. The objectives of this study are; To explore the Departmental Heads instructional leadership experiences in the midst of COVID-19 pandemic; to explore how Departmental Heads have modified their instructional leadership practices in the midst of COVID-19 pandemic; to explore skills and knowledge required by Departmental Heads to improve their instructional leadership when leading during an unprecedented time. This is a qualitative study located within the interpretive paradigm. The participants were purposively selected. The study used semi-structured interviews as a method of generating data. Due to COVID-19 regulations, interviews were conducted telephonically to observe social distancing. The study employed thematic data analysis to analyse the generated data from the participants. The findings in this study revealed that the participating DHs have a clear understanding of their role as DHs. They however endured varying experiences of their roles due to COVID-19 pandemic and the different contexts they work in. Some were still able to enact some of their instructional leadership experiences without any hindrances, while other participants experienced major COVID-19 related disturbances when enacting their instructional practices. The strategies used by these DHs to mitigate the impact of COVID-19 pandemic included the following; drawing on teacher collaboration, drawing on parental and SGB support and drawing on support from district officials. The study recommended the following; DHs should attend workshops to equip themselves with technological skills and the latest technological teaching and learning models such as Microsoft Teams and Zoom Meetings; DHs induced collaboration among their educators in order to ensure there was no interruption in the teaching and learning in their schools; drew on parental and SGB support and lastly drew on support from district officials.
Instructional leadership practices of secondary school principals in the context of multiple deprivations in Umlazi District: a multiple case study.
(2017) Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.; Mthiyane, Siphiwe Eric.
The study reported in this document was conceptualised and conducted as a research project towards a Doctor of Philosophy (PhD) degree. The study focused on exploring instructional leadership practices of six secondary school principals (three from rural and three from township secondary schools) in the context of multiple deprivations in Umlazi District, KwaZulu-Natal, South Africa. Furthermore, it aimed at exploring how the enactments of the generally successful instructional leadership practices were adapted by school principals to multiple deprived contexts. Adaptive leadership and instructional leadership theories underpinned this research study. Methodologically, the study was underpinned by interpretivist paradigm and adopted a qualitative multiple case design. Semi-structured interviews, documents reviews and observations were used to generate data which was thematically analysed. The findings of the study suggest that multiple deprivation contexts impacted on the ways principals understood and enacted instructional leadership in their schools. The schools were overwhelmed by different technical and adaptive challenges emanating from different forms of deprivations. Values, beliefs, knowledge and experiences that leaders possessed, in varying degrees, shaped their understandings of instructional leadership and their practices. These findings affirm the notion that instructional leadership, more specifically in multiple deprived contexts, is a complex and dynamic construct containing plurality of factors and perspectives that shape its nature. The findings also affirm the appropriateness of viewing personal characteristics of principals and contextual factors as significant to understanding how principals exercise educational leadership. The study has shown that the principals were practicing Ubuntu inclined instructional leadership.
Leadership for inclusive education: a case study of a school management team in an urban primary school.
(2019) Naicker, Kamala.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
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.
Leadership for quality teaching and learning in challenging contexts: perspectives of secondary school principals in Pinetown district.
(2021) Katamzi, Thandolwakhe.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
The purpose of this qualitative study was to have an in-depth understanding on how secondary school principals enhance leadership for quality in challenging school context. This study explored how secondary school principals understand leadership for quality teaching and learning in challenging school context. The study also highlights the challenges that secondary school principals experience while they practice their leadership for quality teaching and learning in challenging school context. It also investigated how secondary school principals navigated some of the challenges they encountered while ensuring quality teaching and learning in challenging contexts. The research paradigm that was employed in this study was interpretivism. The research design of the study adopted qualitative approach. The study selected four secondary school principals; all four secondary school principals are from Pinetown education district. In this study, semi-structured interviews were utilised as the only research method to generate data. Then data was generated from the participants through semi structured individual interviews. Thematic abstraction was utilised to analyse data and to provide meaning to the data. Scholastic works across the globe on leadership for quality teaching and learning on school principals were used to pick out similarities and differences in the existing literature and with what has been obtained in the field. The research findings revealed that secondary school principals that participated in this study have a reasonable understanding of leadership for quality teaching and learning. Their practices in ensuring that quality teaching and learning in challenging context also revealed reasonable understanding. However, their schools are inundated with some challenges rooted from lack of parental co-operation, late coming, and COVD-19 related issues. The study suggested the following recommendations: school principals need to broaden up their understanding in leadership for quality teaching and learning in challenging context, assess the rate of quality looking at the whole school, and school principals need to keep themselves abreast of all the latest developments relating to life threatening conditions in their schools.
Leadership for quality teaching and learning: perspectives of departmental heads in secondary schools in Pinetown district.
(2022) Dumakude, Hlengiwe Teresa.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
The purpose of the study was to explore secondary schools’ departmental heads' perspectives about leadership for quality teaching and learning. The study explored perspectives of four Departmental Heads’ (DHs’) leadership for quality teaching and learning at two secondary schools in Pinetown District, KwaZulu-Natal. The study intended to explore how Departmental Heads understand leadership for quality teaching and learning at the secondary schools. Added to this, the study intended to understand how Departmental Heads translate their understanding of leadership practices for quality in teaching and learning into practice. The study was located appropriately within the interpretivist paradigm that advocates changes in societal and educational structures and aims at practicality. Besides, the case study as a research method was used to understand the perspectives of the participants for the study. I generated data for the study using interviews. Interviews were conducted during the COVID- 19 pandemic and strict adherence to the Covid-19 health protocol was ensured. The data were analysed using the thematic method of analysis. The study found that Departmental Heads understanding of leadership for quality in teaching and learning included, supporting pedagogical and methodological skills of teachers, reporting progress and challenges of the department for improved quality in teaching and learning, and professional staff development. The study also found that Departmental Heads leadership practices for quality in teaching and learning included curriculum planning and evaluation, selection and placement of students to programmes, observation of teaching and learning, and assessment of subjects. Added to this, the study also found that, Departmental Heads encountered challenges in quality teaching and learning which included, inadequate material resources, and poor time management. However, they were able to surmount some of these challenges they encountered through their leadership practices to enhance quality teaching and learning at the secondary schools in Pinetown District of KwaZulu-Natal, South Africa.
Leadership in times of crisis: lived experiences of campus managers in a technical vocational education and training college.
(2021) Sithole, Nonkululeko Petronella.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
The study focused on exploring campus managers lived experiences in times of crisis, particularly during COVID 19 in a TVET college. The study examined the leadership challenges inherent in these experiences and the strategies they used to mitigate those challenges. Furthermore, the study looked at different research studies and publications in order to understand and establish leadership in TVET colleges in times of crisis. Three research puzzles were used as instruments to generate field texts. These research puzzles include; What are campus managers' lived experiences of leading TVET college campuses during the COVID-19 pandemic? What leadership challenges do campus managers in a TVET college encounter during the COVID-19 pandemic? How do campus managers in a TVET college mitigate the challenges encountered during the COVID-19 pandemic? Adaptive leadership theory was used in the study as a framework to help analyse and interpret data about the nature of the leadership challenges experienced by campus managers during COVID-19 pandemic and how they adapt and thrive in challenging environment. This study was conducted using narrative inquiry as methodology as this is most appropriate approach to gathering data about lived experiences. Narrative interviews and artefacts were used as data generation methods for field texts. Narrative analysis (first level) and Analysis of narratives were used to analyse field texts. Different perspectives emerged when it came to how campus managers enact leadership on a day-to-day basis. The study found the following key practices: working with internal and external stakeholders, marketing and networking events, implementing governing processes, preparing budgets, managing campus infrastructure, procurement, adapting online teaching and learning. The study revealed challenges that campus managers encounter in their day-to-day leadership during COVID-19 pandemic. The challenges were: loosing staff members, managing people with comorbidities and people who are absent, lack of provision of suitable tools for online teaching and learning and keeping everyone safe Leadership of campus managers used the following strategies to mitigate challenges; engagement of stakeholders, online network practices and development of people. I can conclude that the three campus managers found new ways of leading their TVET college campuses and colleges during the COVID-19 pandemic.
Managing educational resources in a TVET context: a case study of campus managers.
(2021) Mbatha, Jacob Thulani.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
This research aimed at exploring how campus managers manage educational resources in a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN), South Africa. The study focused on campus managers’ understanding and experiences of managing educational resources in a TVET context. The study explored this resource management through the perspectives of three campus managers from three different campuses in one TVET college. The objectives of this study are: to establish campus managers’ understanding about their role of managing educational resources in a TVET college; to understand challenges faced by campus managers in their role of managing educational resources in a TVET college; and to understand how campus managers overcome challenges experienced in managing educational resources in a TVET college. This is a qualitative study located within the interpretive paradigm. The participants were purposively selected. The study used semi-structured interviews as a method of collecting data. Due to COVI-19 regulations, interviews were conducted through the ZOOM platform to observe social distancing. The study employed thematic data analysis to analyse the generated data from the participants. The findings revealed that campus managers that participated in this study have a clear understanding of their role in managing resources. However, they experienced challenges such as the procurement process which is too long and stringent, the inadequate supply of educational resources, the lack of funds and poor maintenance of educational resources. The strategies used by campus managers to mitigate challenges included the following: planning ahead for educational resources; making a lot of follow up on acquired resources; collaboration with other campuses and colleges; and communicating with all stakeholders. The study recommended the following: the policy on managing educational resources in TVET colleges should be made available; college management should ensure that procurement unit accounts for acquired educational resources; remodelling of the procurement process and decentralisation of management of resources and procurement process to campuses; Adequate funds should be made available and college management should mobilise more funds for colleges to have sufficient resources; college management should account for the shortage of educational resources, and educational resources should be maintained.
Re-imagining the structure and format of the recruitement, selection, and appointment of school principals: a case study of stakeholders views.
(2018) Chetty, Selvan Angamuthu.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
After South Africa became a democratic state in 1994, the department of education was faced with a huge responsibility of transforming a divided, unequal and culturally oppressive education system into a single entity that would promote principles of democracy, redress, social empowerment and equity. Fundamental to this new dispensation and the success of our schools was the appointment of school principals; this for the effective leadership and management of schools. The South African Schools Act 84 of 1996 provided a framework within which school governing bodies were required to make recommendations on the appointment of principals to the Department of Education after undergoing a selection process. The purpose of the study intended to capture the voices of educators, parents and principals serving on interview committees on the recruitment, selection and appointment of school principals. This required the collective participation of circuit managers as resource persons representing the Department of Education. This diverse group was tasked with the enormous responsibility of adjudicating on who the next head of the institution should be. Clearly the inclusion of stakeholders needed to be applauded but certainly the working and the execution of such a responsibility was bound to present challenges. Following a qualitative case study design embedded within an interpretivist paradigm the findings of this study were derived through focus group interviews. As a grounding to the research, the participants were presented with four labour relations grievance cases that emerged as a result of applicants that may have been aggrieved with the current process. The Particularist approach together with the Universalist approach constituted the theoretical framework which assisted in analysing data in terms of the format, recruitment and selection of school principals. The findings revealed that there are serious shortcomings in the current process on how school principals are recruited, selected and appointed at schools. There is a serious concern around the education department continuing to play a submissive role in this process, a substantial lack of competence on the part of parents and educators to undertake this task and a continued existence of undue influence by the unions.