Browsing by Author "Myende, Phumlani Erasmus."

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Deputy principals’ understanding and experiences of their leadership role.
(2020) Thabethe, Lindiwe Maria.; Myende, Phumlani Erasmus.
School leadership is a critical driving force to the realisation of educational goals. For many decades, research studies on school leadership focused on the role played by the school principal while being oblivious to that played by the deputy in school leadership. This is perplexing, considering that the deputy principal is the second in charge after the principal in the school hierarchy. The few studies conducted on the leadership role of deputy principals are mostly from an international context. Using the sensemaking theoretical framework, this study sought to explore deputy principals’ understanding and experiences of their leadership roles. The rationale for conducting the study was to gain insight into how deputy principals in the South African context understand and experience their leadership roles. The critical questions that this study sought answers to were: what the deputy principals perceived their leadership roles to be; how they experienced their roles; what factors enabled them to play or hindered them from playing their roles effectively, and what support they received to play their roles effectively. The leadership role of deputy principals was studied through the interpretive lens. A qualitative research approach and case study design were used to gain in-depth knowledge into the real-life experiences of deputy principals. Semi-structured interviews were conducted with seven purposively selected participants. The responses to the interview questions were analysed and organised into themes that correlated with related literature and the research questions. There were two levels of data analysis. In the first level, data were presented and supported by verbatim quotes, while in the second level, themes that emerged from the data were discussed. The findings of the study indicate that although deputy principals perceive themselves to be leaders and the principals’ right-hand man or woman, their power and authority rested with the principal. There was very little that deputy principals could do without the principal’s approval. It also surfaced that as part of their leadership, deputy principals played numerous roles, to the extent of being overwhelmed by them. Consequently, deputy principals found it difficult to strike a balance between their professional and personal responsibilities. Factors that hindered deputy principals’ effectiveness outweighed those that enhanced it. Lastly, there was very little support that deputy principals received to build their capacity to lead effectively. The study also presented recommendations that could enhance how deputy principals experience leadership
The dynamics of financial management in Swaziland : a case of selected primary schools.
(2016) Tshabalala, Goodness Xolile.; Myende, Phumlani Erasmus.
This study analyses the findings of a survey of five primary schools in Swaziland; Hhohho region. The study explores the dynamics of financial management in Swaziland Primary schools through the interpretative paradigm employing the case study approach. It sets out as its framework, the formal model of educational management to explore the understanding of financial management and financial management roles school principals have, skills and competencies needed by principals in execution of their duties and challenges they encounter. A possible capacitation strategy for the school principal is also examined in this study. Five principals were interviewed to generate data. In addition to the interviews selected financial management documents, the minute books, analysis books, procurement files, cheque books and financial statements were analysed. It emerged that in order for a school principal to effectively execute his or her duties there are certain skills that he or she must possess. However, there are a myriad of challenges that the principal encounters in the execution of his duties including lack of capacity, lack of funds and lack of co-operation from school committee members. The findings revealed that principals had a good understanding of their financial management roles but they were not empowered to do so hence they were struggling in the execution of their duties. Findings also revealed a number of skills that principals needed to effectively execute their duties such as budgeting, accounting, reporting and record keeping. It is recommended that financial management should be covered in training of teachers as a course in colleges and universities and later coupled with workshops as in-service programmes. A possible capacitation strategy for the school principal is suggested at the end of the study.
Exploring approaches of managing school finances in a rural context: a case study of five novice principals.
(2016) Cebekhulu, Sibongiseni Derrick.; Myende, Phumlani Erasmus.
The Department of Basic Education receives the largest budget of any government departments from the National Treasurer every year. It distributes the budgeted funds to the provincial Departments of Education, who then allocate them to schools using quintiles. The South African School Act No. 84 of 1996 mandates principals and school governing bodies to manage school funds when they reach schools. Having observed that principals have to manage school finances, this study sought to explore the approaches of managing school finances which novice principals use in a rural context. The study was guided by three questions. The first question explores the approaches that the novice principals use to manage school finances. The second question explores the intersection between rurality and the management of school finances, and the third outlines lessons that can be drawn from the ways through which novice principals manage school finances. An interpretive qualitative study using a case study methodology was used and semi-structured interviews and documents reviews were employed to generate data. Five novice principals were selected using convenience and purposive sampling. This study reveals that novice principals use the school financial management approaches of planning, organising, controlling and leading in the process of school financial management in a rural context. The rural context brought some challenges in the school financial management process, such as ranking of schools into quintiles, the level of education of school governing body members and the lack of adequate training of principals. There is a high level of unemployment, poverty and inequalities around the school communities which has led to the administrative errors by novice principals. These errors include the inability to use the “Other” budget items appropriately, improper implementation of the school budget and inability to formulate and develop school financial policy. The findings further suggest that the Department of Basic Education and Provincial Departments of Education need to develop a strategy around the practical training of principals and school governing body members on school financial management. It is recommended that Department of Basic Education review the school funding norm and to make the school financial management skills and knowledge requirements for the appointment of educators to the position of principalship. It is further recommended that principals capacitate themselves in school financial management by enrolling at the institutions of higher learning. A study on a larger population must be conducted in this phenomenon to increase knowledge about school financial management.
Exploring school management teams' approaches for managing teacher absenteeism in rural schools.
(2015) Gabuza, Sithembile Rejoice.; Myende, Phumlani Erasmus.
The purpose of the study was to explore School Management Team (SMT) approaches for managing teacher absenteeism in the rural context of UMgungundlovu District. To fulfil the purpose of the study, key questions posed addressed the approaches used to manage teacher absenteeism, the challenges SMTs faced with managing teacher absenteeism and how they addressed these. Data generated from the key questions was used to answer the research question, pertaining to the approaches used for managing teacher absenteeism in a rural context. The interpretive paradigm and qualitative case study were embraced as a research approach, with data generated using semi-structured interviews and document analysis. Interviews were held with six SMT members (one acting principal, one Deputy Principal and four Heads of Department) from three high schools. Documents analysed were the time books, leave registers, teacher attendance policies, leave forms and substitute timetable. Findings of the study revealed that approaches used by SMTs in managing teacher absenteeism included formulating or following the Department of Basic Education (DoBE) teacher attendance policies; arranging leave in advance; reporting absence timeously; keeping a record of absence; encouraging punctuality; monitoring work; and motivating teachers. The challenges faced in managing teacher absenteeism were lack of passion for teaching; teachers’ personalities; teacher sickness; pressure on other teachers; and commuting. In addressing them and managing teacher absenteeism the findings revealed the strategies adopted by the SMTs to be filling the gaps; greater managerial grip; catching up with the schedule; and involving stakeholders. Some of the conclusions I made are that keeping records of managing teacher absenteeism is the first step of managing this problem, and that SMTs are the ones who create more challenges in managing teacher absenteeism by not monitoring it properly and by loosening the managerial grip. I recommend further study of the approaches used by SMTs to manage teacher absenteeism on a large scale that will involve a number of schools and a number of SMT members to produce quantitative reports.
Exploring teachers’ experiences on the role of subject advisors in supporting teaching and learning in secondary schools in deprived contexts.
(2020) Ngcobo, Khanyisile Happyness.; Myende, Phumlani Erasmus.
The purpose of this study was to explore the role of subject advisors in supporting teaching and learning in secondary schools in deprived contexts. The study explored this role from the perspective of educators teaching in secondary schools in deprive contexts, examining what they expect as support from subject advisors and how they experience the offered support. Reviewed literature shows that there has been an identified relationship between district leadership from subject advisors that supports teaching and learning and teacher performance together with learner achievement. While there is some South African literature of district-level support for teaching and learning, there is not enough on the experiences of those who receive this instructional support. Hence, this is what motivated the exploration of this topic. This qualitative study was approached from the interpretive paradigm. It comprised of five educators from two secondary schools in the UGU district. The study made use of face-to-face semi-structured interviews as a method of data generation. The theory that underpinned this study was instructional leadership theory. The findings of this study revealed that subject advisors do support teaching and learning in secondary schools in deprived contexts; however, this support falls short of expectations. While educators did not only rely on subject advisors for curriculum-related support, they believe that support they get from them for teaching and learning does, in fact, have an influence in learner achievement. The study concluded with key lessons from the whole research journey. Among these lessons was that collaboration between subject advisors and educators is important as it enhances teaching practices and specialises the support given to each school. This collaboration in planning and formulating key strategies on curriculum related issues also enriches the professional development programme for teachers. This collaboration enhances teaching practices which has positive contributions to the overall learner achievement.
Exploring the importance of ethical leadership from two Swaziland schools.
(2015) Masina, David Thandokuhle.; Myende, Phumlani Erasmus.
This study sought to explore the importance that principals from two Swaziland schools attach to ethical leadership in the schools. To reach the purpose for this study, critical questions were asked; what importance do school principals from two Swaziland schools attach to ethical leadership in their schools. The study further investigated the factors that promote and hinder ethical leadership in the schools. Furthermore, the study identified the factors the two school leadership employed to promote ethical leadership. The theoretical framework used in the study is the Social Learning Theory. The study was located in the Interpretivist paradigm which used a qualitative approach. A case study methodology was employed where semi-structured interviews were adopted as a data generation technique. Through random sampling technique ten participants were selected; two principals, one deputy principal, two heads of department and five teachers from two high schools were selected. The data generated was thematically analysed which identified codes, categories and themes. The study argues that ethical leadership is important in the running of the school. The leadership of the school should be exemplary in displaying ethical values to the school. It further argues that a role model in the leadership of the school influences the subordinates to emulate his/her conduct. When the ethics are passed to the teachers, teachers become exemplary to the students who are influenced to be morally upright. The findings of the study also concluded that ethical leadership is essential in the running of the school and that it should start from the head of the institution, then flow to the teachers and then melt to the pupils. Findings also indicated that the principals from these two schools do promote ethical leadership, through factors they engage to promote ethical leadership. The findings also clarified that there are factors that hinder ethical leadership in the running of the school. The study was conducted at a small scale, therefore I recommend for a broader research to be conducted, ensuring that confirmability, transferability and the credibility of the findings of this study. I also recommend that ethical leadership should be part of the teacher training curriculum. Furthermore, the Ministry of Education and Training should train teachers on ethics.
Exploring the involvement of head of department (HODs) in strategic planning in three primary schools.
(2014) Ngcobo, Promise Fikile.; Bhengu, Thamsanqa Thulani.; Myende, Phumlani Erasmus.
Abstract available in fulltext.
Exploring the practices of leadership in the United Church of Christ Mission Schools in Zimbabwe : a historical case study.
(2017) Hlatywayo, Jairos Sukutai.; Myende, Phumlani Erasmus.; Bhengu, Thamsanqa Thulani.
The study explored the practices of leadership enacted by the School Management Teams in the United Church of Christ Mission Schools in Zimbabwe during the period 1995-2010. The research discussed the responses made by the SMTs in regard to the contextual demands in the UCCZ mission schools and identified the factors that enhance or hinder the practices of leadership in the teaching and learning process. The findings revealed that the critical problem of teacher brain drain within the UCCZ Mission Schools weakened the capacity for teachers and the SMTs to produce good results across the respective schools. The problem emanated due to the harsh socio-economic and unstable political climate in Zimbabwe which forced the qualified teachers to leave the country and seek employment in the neighbouring countries and abroad for better salaries and work conditions. The findings showed that teacher brain drain contributes a major constrain to the education sector and resulted in low pass rate and reduced the quality of education in various schools in Zimbabwe. The research is aligned in the field of educational leadership and informed by the theories of distributed leadership, transformational leadership, and context-responsive leadership. Leadership should be viewed as a shared process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school. The study used qualitative approach which assumes that human behaviour can be influenced significantly by the context in which it occurs. Methods of data collection used include interviews, observations, journal entries and document analysis. Participants involved were four School Heads, four Heads of Department and two School Chaplains within the four selected case study schools in the United Church of Christ Mission Schools in Zimbabwe.
Exploring the role played by leadership in managing time as a resource in schools: a case study.
(2020) Malunga, Busisiwe Gloria.; Myende, Phumlani Erasmus.; Ndlovu, Nokukhanya.
This research study aimed to explore the role played by school leadership in managing time as a resource in schools. Literature reviewed discussed the following topics: leadership and management; conceptualising time as a crucial resource; conceptualising time management; importance in managing time; how leadership manages time; challenges affecting time management; effective time management; and the theoretical framework. This qualitative case study purposively selected three high schools in the semi-rural context of Pinetown District in KwaZulu-Natal. A sample of three principals, two deputy principals and five departmental heads were selected. This study used semi-structured interviews. Data generated were analysed following thematic analysis. Themes that emerged included: leadership roles in managing time, challenges effecting time management, effective time management, and issues emerging from literature. All ethical issues were adhered to. Data that was analysed indicated various roles played by leadership to manage time as a resource in schools. The findings reveal that school leadership plans ahead, monitors and delegates duties in order for time to be effectively managed. It was then concluded that, school leaders are intentional in their management of time, however at times there are unforeseen circumstances that hinder the plans that are made. In this regard, it is proven that the school leaders are faced with multiple challenges affecting time management. Furthermore, recommendations based on the findings are made. It is recommended that through multiple stakeholder engagement, school leaders need to craft an accountability framework that all stakeholder adhere to, so that everyone can know about the implications of their actions. It is also recommended that, the Department of Basic Education must organise time management workshops, unpacking policies on time management in order to capacitate all stakeholders.
From the industry to the classroom : exploring mentoring needs of novice lecturers in a TVET College.
(2016) Shandu, Sibongile Cynthia Ohamu.; Myende, Phumlani Erasmus.
The aim of this study was to explore the mentoring needs of novice lecturers within a TVET College. It sought to find out from novice lecturers how management responds to their needs and how the mentoring of novice lecturers in a TVET College could be enhanced or improved. Drawing from the Experiential Learning Theory (1984) framework and the Anxiety Adult Learning Theory (2004), a theoretical framework for this study was developed. Using a qualitative approach and a case study methodology, this research was conducted within the confines of the interpretive paradigm. Data was generated using semi-structured interviews. Four novice lecturers and four management staff members from three campuses in one of the TVET Colleges in the Uthungulu district of the KwaZulu-Natal province participated in this study. The findings revealed that a lack of pedagogic skills and classroom management were the basic needs of these novice lecturers. Novice lecturers are academically qualified but often not professionally qualified. Therefore, developments need to be ensured concerning their professional qualifications. It was also revealed that formal mentoring is required. The study concluded that there should be structured programmes that could be conducted internally and externally. Lastly, the study revealed that senior lecturers need not to be given mentoring as part of their work load, but should rather be selected due to willingness. Recommendations based on the findings were made, namely, to train novice lectures in classroom management skills and pedagogical skills prior to assuming their duties. A detailed induction needs to be conducted by a person who has classroom experience. It was further recommended that TVET colleges need to collaborate with nearby universities to offer certain courses to novice lecturers in order to develop them professionally. Mentors need to be selected according to different departments and according to their willingness, good track record in terms of results, and level of training.
From the pot into the fire? School-management teams in developing novice teachers in a primary school.
(2016) Pillay, Vinothia.; Myende, Phumlani Erasmus.
Novice teachers are seen as an asset to the education system. With the precious minds they are entrusted to nurture, South Africa has to ensure that the novice teacher quality is exceptional. The aim of this study is to explore how school management teams develop novice teachers. As the title suggests novice teachers far and wide have encountered a problem on transition into the profession. It is assumed that development from school management teams provide the skills novice teachers require to achieve excellence. This study sought to establish the tools and methods employed by school management teams in the development process, if any. It further explored whether school management team’s development endeavours were benefitting the novice teacher and what the effects on the novice teacher were. Though development is outlined clearly in the policies of South Africa, there were factors that enable and constrain development of novice teachers in primary schools. This qualitative study was located in the interpretative paradigm and employed a case study methodology. Data was generated through discursive orientated interviews and collage to answer the questions proposed. This study was underpinned by the Adult Learning Theory and Professional Learning Theory. Data was presented through creatively constructed stories and analysed through content analysis and verstehen. It was found that as a result of novice teachers being inadequately prepared for the classroom, school management teams had to create developmental methods to assist the novice teacher. The school management team instituted an induction programme that included a discussion, a manual and peer pairing on entrance into the school. Thereafter, a well-structured supervision plan with continuous guidance in the classroom as well as on administrative tasks saw the novice teacher gaining confidence and knowledge to move forward. Continual support from the SMT as well as peers though impacted on time, which was seen as a constraining factor to development. It was also found that the novices needed to be self-motivated to work independently so that they could grow quickly within the profession. The school’s ethos cultivated development as their staff development programmes stimulated debate and critical discourse whilst empowering all the teachers at the school. This enabling factor was seen by the school management as a tool to steer the teacher’s development and this did have a positive effect on the novice though not through lively conversation. Though the findings cannot be generalised as this is a single case study, the recommendations suggested may improve on the novice teacher training and future studies may minimise the problems novice teachers encounter.
Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit.
(2017) Chetty, Tenisha.; Myende, Phumlani Erasmus.
The study investigates promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit. This study sought to find out from the SGBs (School governing bodies); teachers and parents as to what role do the SGBs play in promoting effective relationships between parents and teachers: how do SGBs play their role of promoting effective parent-teacher relationships and what are the enabling and challenging factors for SGBs towards promoting effective parent-teacher relationships. The study was conducted with three SGB members, three teachers and three parents, one from each of the three schools. The theories on parent and teacher relationship that guided this study were Epstein’s parental involvement framework and Bronfenbrenner Ecological System’s theory. The methodology used to obtain the data was semi-structured interviews with the SGBs, teachers and parents. A qualitative method was used to determine how the SGBs promote effective parent and teacher relationships. Given the method that was use, this study was frame in an interpretive paradigm. Themes were form, using the collected data that was organised and analysed. The findings of the data showed that there is a great need for the SGBs to promote effective parent and teacher relationships. Both parents and teachers agreed that there are obstacles that prevent healthy parent-teacher relationships. There is a greater demand that parents and teachers communicate better and work collaboratively for effective teaching and learning to take place. Recommendations based on the findings were made: To provide training for the SGBs, so that they understand their roles better, especially in promoting effective parent-teacher relationships. Teachers (schools) and the parents (community) should work closely with each other to meet their mutual goals. The SGBs need to assist the teachers and the parents to foster a positive relationship. Therefore, this will create an environment for teachers and parents to communicate on a regular basis through various ways other than just using parent-teacher meetings to communicate with each other.
Leadership characteristics of successful school management teams in township schools.
(2017) Dlamini, Linda Aquillar.; Myende, Phumlani Erasmus.
In South Africa the right to receive basic education is guaranteed in the Constitution under the Bill of Rights (Republic of South Africa, 1996a). This implies that all learners despite their socio-economic background and geographical position should be afforded an equal opportunity to basic education. Yet, learners in rural and township contexts have limited access to reasonable quality education compared to their urban counterparts. Additionally, township schools are generally viewed as dysfunctional due to lack of resources and depressing socio-economic backgrounds. However, some township schools have managed to excel despite the disparities. Therefore, the aim of this study was to investigate what characterises the leadership approaches of successful school management teams in township schools. The aim of the study was to find out how leaders of depriving contexts manage to provide quality education despite the daunting challenges. It sought to find from principals and School Management Teams how they manage to achieve and sustain outstanding results, despite the disparities. It further sought to explore strategies they employ to mitigate the challenges and in order to uphold their reputation. Drawing from Purkey and Novak‟s (1996), Stoll and Fink‟s (1996) and Kemper's (2008) invitational theory, a conceptual framework for this study was developed. Using the qualitative approach and case study as a research design, it was conducted within the confines of the interpretive paradigm. Data was generated using semi-structured interviews. Six teachers from two township schools in the Ugu District of the KwaZulu-Natal province were participants. Findings revealed that good leadership and management are fundamental elements of a successful school. Leaders adopt participative and interactive approach and they also adhere to policies as their beacon of light for clarity and direction. Recruitment and retention of quality teachers emerged as an integral source of quality education. In addition, success of participating schools is attributed to dedicated teachers who work beyond the call of duty and good leaders and managers. Recommendations based on the findings are made, namely, school leaders are to lead like team captains where relationships are fostered within the school should be built on foundations of mutual trust, respect, selflessness and compassion. Leaders should acknowledge and embrace individuality among teachers and learners. They should open channels of communication to invite external assistance. Leaders should constantly seek knowledge.
The leadership role of school principals in facilitating capacity building for departmental heads in deprived contexts.
(2021) Nxumalo, Mpucuko Martin.; Myende, Phumlani Erasmus.
The study aimed to explore the leadership role that school principals play in facilitating capacity-building of departmental heads (DHs). To realise the aim of the study, three critical research questions were formulated: 1.How do principals understand and experience their leadership role of facilitating capacity building of DHs?; 2.What factors do principals experience as affecting their role of facilitating capacity- building of DHs? 3. What strategies or actions can principals devise to enhance capacity building of the DHs? Literature on aspects related to the study was reviewed. As part of literature review, leadership for capacity-building, teacher attitude to capacity-building, contexts with multiple deprivations and capacity-building and strategies that enhance capacity-building were some of topics that were discussed. Transformational leadership theory was used to locate the study. The qualitative research method of individual face-to-face, semi-structured interviews used to generate data to answer the research questions. Five school principals who were purposively selected from a deprived rural context participated in the study. Findings reveal that participants have a clear understanding of what capacity building for DHs entails .Furthermore the study revealed that there are serious challenges or factors that inhibit facilitation of capacity-building in schools. Time constraints and heavy workload topped the list of inhibiting factors. The study proposes, amongst other things, that capacity-building for school principals should be prioritised by DBE. It is further recommended that school principals should audit capacities that require intervention or facilitation by consulting DHs regularly.
Leading 21st century schools : an exploratory case study of leadership practices adopted by principals in rural context.
(2016) Maifala, Selaelo Sylvia.; Myende, Phumlani Erasmus.
The aim of this study was to explore the daily leadership practices adopted by principals in the rural context within the 21st century. Using the daily leadership practices, the study sought to explore the extent to which their practices manifest awareness of what is required from principals of the 21st century. Further, the contextual challenges they face as well as how they were addressed were also explored and used to evaluate their awareness of the what is expected from a 21st century principal. Literature relating to school leadership were reviewed and the Complexity Leadership Theory used as a framework for the study. It was conducted within the interpretive paradigm and the qualitative research methodology and design were used. Five principals working in Polokwane District Municipality were sampled to participate in the study. Data was generated using a primary method of semi-structured interviews and a secondary method of non-participative participant observations. The findings revealed some daily leadership practices that correspond with literature on effective 21st century leadership practices namely; performing management tasks, inclusion of teachers in planning and decisions, parents’ involvement and creating a conducive environment for teaching and learning. However, the findings also revealed that although parental involvement is included in the principals’ daily leadership practices, it is not utilised in ways that support 21st support 21st century leadership. Further, the findings revealed that in other areas of the principals’ daily leadership practices such as their harm to instructional time, practices do not manifest awareness of what is required from 21st century principals. The challenges revealed in this study are as follows; insufficient human resources, adequate parental involvement, security and sufficient support from the department. Principals address these challenges through engaging the department, the police and other stakeholders. Revealing awareness that 21st century schools require collaboration of different stakeholders to thrive. It was therefore concluded that principals have some awareness of what is expected of them as school leaders of the 21st century while other areas remain lacking. Based on the findings, recommendations were made to the principals, the department of basic education as well as to other researchers for further study.
“Navigating unchartered waters”: lived experiences of novice principals leading in deprived school contexts.
(2023) Ndlovu, Nokukhanya.; Myende, Phumlani Erasmus.
Moving into a leadership position can be daunting. In modern-day schools, the leadership role comes with multiple responsibilities and is attached to high levels of accountability. Arguably so, today’s principals are called CEOs as they have to lead and manage complex organisations and perform managerial, instructional, and political roles. Such an undertaking is challenging, especially for novice principals who assume this position with limited leadership experience and lack formal leadership training. Additionally, schools are located in different contexts, and the context influences leadership. Some schools are located in contexts that are conducive for those who are principals to lead and navigate leadership challenges successfully. Others are situated in contexts that are deprived. Deprived contexts are post-Apartheid geographies where numerous factors conspire to diminish the quality of life, making leading and working in these contexts more challenging compared to other contexts. Most schools in South Africa are located in deprived contexts. This means several novice principals get appointed to lead in such contexts amidst the limited training and sometimes experience in principalship. This study explored novice principals’ lived experiences of leading schools in deprived contexts through a theoretical lens that integrates sense-making, adaptive leadership, and context-responsive theories. It intended to understand the identities of novice principals (who are the principals leading schools located in the context of deprivation), how they enacted leadership, and why they lead in the ways they do. Four novice principals leading schools in deprived contexts from the province of KwaZulu-Natal were selected. Guided by the narrative methodology, which relies on storytelling and narrating to understand the complexity of human experience, life history interviews were used to generate data. From the dual analysis, namely narrative analysis and analysis of narratives, the study found that interestingly, the leadership practices of the novice principals in this study are not that different from those of other seasoned and successful principals. The practices that emerged were working collaboratively through building relationships, strengthening the instructional core, leading by example, wearing many hats by using and drawing on their multiple personal and professional identities, being active policy enactors and leading with the context in mind through a leadership of care. This suggests that novice principals do not assume their role as blank slates, whether formally trained or not. Childhood, educational, and professional experiences emerged as powerful socialising agents that cultivated leadership identities even before novice principals were appointed and were highly significant in shaping the leadership of principals. Additionally, the novice principals led in the ways they do as a response to the contextual constraints posed by the context in which they lead, demonstrating contextual awareness. This study further found that this contextual awareness arose from being socialised in a similar environment to that in which these novice principals lead. While current scholarship asserts that principals shape and are shaped by the contexts they lead, this study extends knowledge by illustrating that the novice principals have contextual literacy, which cultivates contextual awareness, guiding leadership practices. From this, we learn that novice principals are not deterred by the challenges of being new; instead, they proactively seek creative ways to empower themselves and navigate the complexities of both their new role and the deprived context. Moreover, we discover that the context of being a novice principal in a deprived setting holds distinct meanings for those who are insiders (the novice principals leading in the deprived context) compared to outsiders (such as the researcher exploring the phenomenon). The novice principals perceive themselves as transformative agents, strategically positioned to challenge systemic constraints and find innovative solutions to navigate, transform, and thrive in this challenging and prejudiced context. Their experiences and these findings challenge conventional assumptions about novice principals and provide valuable insights into their resilience and capacity to lead effectively in demanding circumstances. Iqoqa Ukuthatha isikhundla sobuholi emkhakheni wezemfundo kuletha izinselelo eziningi, ikakhulu kothishabakhulu abasengamavukana abangase bentule ukuqeqeshwa kwezobuholi namava. Ezikoleni zamanje, iqhaza likathishomkhulu selikhule ledlula imisebenzi yokulawula lafaka namagunya okulawula nawezombusazwe. Kuqakulwa ukuthi kufanele othishabakhulu babizwe ngama-CEO ngoba kufanele bahole baphathe izinhlangano eziyinkimbinkimbi. Lobu bunkimbinkimbi bungaphinda buqhutshelwe phambili yisimo salapho isikole esakhiwe khona. Ezinye izimo, njengezinobuhlwempu eSouth Africa yasemva kobandlululo, zinemithelela eminingi enomthelela wokwehlisa izingabunjalo lempilo, yenze ukuhola nokusebenza kulezi zimo kube lukhuni kakhulu uma kuqhathaniswa nezinye izimo. Iningi lezikole zaseSouth Africa zakhiwe ezimeni ezinobuhlwempu. Ukwanda kwalezi zimo nokuqokwa kothishabakhulu abangamavukana ukuthi bahole kulezi zindawo kugqamisa isidingo sokuqonda ngokujulile amava nokwenza kwabo ekuholeni. Ucwaningo luhlose ukuhlola ngosekwedlulwe kukho ngothisha abangamavukana okuholela ezimeni zobuhlwempu ngokweso lenjulalwazi edidiyela okwenza umqondo, ubuholi obuhambisanayo, nezinjulalwazi zokuhambisana nesimo. Ucwaningo lwaluhlose ukuqonda ubunjalo bothishabakhulu abangamavukana, ukuthi benza kanjani kwezobuholi, nemithelela eyakha indlela yabo yokuhola, ikakhulu umthelela wezimo zombili zobuhlwempu nesimo sobuvukana ebuholini babo. Ngokuholwa yindlela yengxoxo, ephakamisa ukuxoxwa kwezindaba ukuzuza injula yobunkimbinkimbi bamava esintu, kwaqokwa othishabakhulu abane basezikoleni zesifundazwe iKwaZulu-Natal, abaphonswa imibuzo kusetshenziswa indlelakwenza yomlando wempilo ukwakha imininingo. Imininingo yabe isihlaziywa ngokusebenzisa indlela ekabili yohlaziyongxoxo, nokuhlaziywa kwezingxoxo, okwaba nomthelela wokwakhiwa kwezindaba nezindikimba. Ucwaningo lwathola ukuthi othishabakhulu abangamavukana banobunjalo obuningi obunomthelela ebuholini babo. Lokhu kwenza akwehlukile kakhulu kulokho kothishabakhulu abanamava futhi abaphumelelayo, okukhomba ukuthi othishabakhulu abangamavukana baletha amava nemibono kwaphambilini emsebenzini yabo kunokuyiqala elwazini oluncikinciki. Amava asukela ebunganeni, kwezemfundo, nawobungcweti kwatholakala kubamba iqhaza eliqavile ekwakheni amakhono obuholi ngisho naphambi kokuqokwa kothishabakhulu abangamavukana. Nokho-ke, lolu cwaningo lunikeza injula ngokugqamisa umqondo wokufunda ngokwesimo nokuqonda nobumqoka bokwejwayezwa umsebenzi esimeni esifanayo. Kulolu cwaningo othishabakhulu abangamavukana bakhombisa izinga lokusiqonda isimo, okuyikho okwalekelela kwaphinda kwakha ubuholi babo. Bazibona beyizimbangela zenguquko, ezikwazi ukubhekana nezinselelo ezinokuhleleka zezimo zabo nokuthola izindlela ezintsha zokuguduza nokusimama kuzo.
Principals’ meaning of and practices for supporting teachers in promoting inclusive classrooms.
(2024) Zuma, Thulile Sarah.; Myende, Phumlani Erasmus.
The purpose of the study was to explore principals’ meanings of and practices for supporting teachers in promoting inclusive classroom in primary schools of the uMgungundlovu District. The duty of the principal is to provide every learner in the school with access to education and to develop the learners’ leadership potential. It is therefore vital to find out how principals understand the inclusive classroom in supporting teachers to promote the inclusive classroom in the selected primary schools, to find out the roles that principals play in the child’s life and in the teachers’ life in terms of support and also the difficulties they (principals) experience in the process of promoting an inclusive environment in the classroom. The study was theoretically underpinned in transformational leadership and Bronfenbrenner’s ecological system theories, in order to explore the leadership practices of the principals. The study used a qualitative case study design within the interpretive paradigm. Qualitative research seeks to explain and understand social phenomena in its natural settings. It concentrates on the meaning people have built concerning their world and the researcher is viewed as the primary tool for data generation and analysis. Face to face semi-structured interviews were employed to generate data. A sample of four participants from the four selected primary schools was purposefully chosen, which constituted the research participants. Ethical considerations, including confidentiality and anonymity, were maintained throughout the research study. The study reviewed related literature from national and international perspectives on leadership practices, in order to understand how principals, support teachers in promoting inclusive classroom. The research findings have revealed that principals play an important role in transforming their respective schools into learning environments that are conducive for teaching and learning through their leadership. The principals considered leadership as a collective effort and practiced collaborative decision- making. Furthermore, the principals’ understanding, and experience enabled them to build good interpersonal relationships with teachers, learners, and other stakeholders. The study has also identified several challenges pertaining to leadership in the inclusive classroom, lack of resources and limited official visits. This study presented the recommendations for practice and for further research.
Resource mobilisation for the sustainability of schools within rural context: voices of school stakeholders at UMzimkhulu circuit in Harry Gwala District Municipality.
(2018) Mkhize, Themba Ralph.; Myende, Phumlani Erasmus.
Research has suggested that if we are to make a difference in the lives of those who live, work and learn in rural contexts, we urgently need studies with a focus on identifying existing resources and assets in communities and schools, and among individuals and groups, as well as on how we might harness them to effect the desired social change. In response to this need, the study’s purpose is to explore and identify ways through which schools within rural contexts identify and mobilise resources. It focuses on the nature of resources within the rural context, the strategies used for identifying and mobilising resources within rural contexts, and the conditions that are conducive to the successful application of strategies used for identifying and mobilising resources for supporting educational processes, as well as the challenges experienced during resource identification and mobilisation. The overarching research question for this study is: What are possible strategies for identifying and mobilising resources for the sustainability of schools within rural contexts? The South African Schools Act advises that, through school leadership which includes school governing bodies (SGBs) and school management, schools are required to supplement resources provided by the State (RSA, 1996b). However, this study discovered a gap in the literature, in terms of how school leaders and school stakeholders can identify and mobilise resources for the sustainability of schools within rural contexts. This is a qualitative study, underpinned by Critical Emancipatory research (CER), which has its foundations in the critical theory paradigm. To understand the issue of resources, the study draws from the asset-based approach and resource mobilisation as its theoretical underpinning guided by traditions of participatory research and critical emancipatory research, Free Attitude Interviews (FAI), SWOT analysis and Transect walks coupled with photovoice were used to generate data. Through transect walks and photovoice, this study identified crucial resources and approaches or strategies for resource identification and mobilisation which are suitable for the context of rurality. These resources include local businesses, government and non-government organisations, traditional leadership, parents, school history and other organisations as crucial providers of material and human resources. The key strategies for assets identification and mobilisation were found to be the creation of school-community relations, schools’ consistency in producing good results, participation in multi-stakeholder engagements and forums, running schools like businesses and building from schools’ rich history. The study also identifies conditions that are conducive to the successful application of resource mobilisation and the challenges thereof. The key findings of this study revealed that resources are not always situated far from rural communities and schools as the prevailing discourse on rurality and availability of resources has always suggested. Informed by findings, the study proposes four stages that schools can use towards identifying and mobilising resources. The stages aim at consolidating and presenting all discussions made in chapter five and six thereby creating a meaning as to how the asset-based approach and resource mobilisation theory may be utilised in the mobilisation of resources. The proposed stages, as I indicated above, link with all areas discussed in this study, which includes identifying the nature of resources within rural contexts, identifying strategies for identifying and mobilising resources within rural contexts and creating conditions conducive to the successful application of strategies for identifying and mobilising resources. Finally, the last stage involves identifying challenges for resource identification and mobilisation.
School leadership practices in high performing rural primary schools in Lesotho: a case study.
(2022) Habi, Thabang Daniel.; Myende, Phumlani Erasmus.
The purpose of the study was to explore leadership practices in high performing rural primary schools in Qacha’s Nek district. The duty of the principal is to provide every learner in the school with access to education and to develop the learners’ leadership potential. It is therefore vital to find out how the principals in high performing, rural primary schools enact leadership, and how they utilise their leadership experiences to create a learning environment that is conducive for teaching and learning. The study was theoretically envisaged in transformational and instructional leadership theories, in order to explore the leadership practices of the principals. The study used a qualitative case study design within the interpretive paradigm. Qualitative research seeks to explain and understand social phenomena in its natural settings. It concentrates on the meaning people have built concerning their world and the researcher is viewed as the primary tool for data generation and analysis. Telephonic semi-structured interviews were employed to generate data. A sample of twelve participants from the four selected high performing rural primary schools was purposefully chosen, which constituted the research participants. These participants consisted of four principals and eight teachers. Ethical considerations, including confidentiality and anonymity, were maintained throughout the research study. The study reviewed related literature from Lesotho and international perspectives on leadership practices, in order to understand how principals, maintain high performance in rural primary schools. The research findings have revealed that principals play an important role in transforming their respective schools into learning environments that are conducive for teaching and learning through their leadership. The rural school principals considered leadership as a collective effort and practised collaborative decisionmaking. Moreover, the principals’ leadership understanding, and experience enabled them to build good interpersonal relationships with members of staff and other stakeholders. Hence, for the school to perform well academically, it is very important to motivate the members of staff and supervise their work frequently. The study has also identified several challenges pertaining to leadership and rurality, which include excessive workload, lack of resources and limited official visits. This study presented the recommendations for practice and for further research.
School-community partnership in education in a South African rural context : possibilities for an asset-based approach.
(2011) Myende, Phumlani Erasmus.; Chikoko, Vitallis.
This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership.