Browsing by Author "Naicker, Inbanathan."

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A case study of the quality assurance role of the school management team in teaching and learning at a secondary school.
(2024) Ndlovu, Ntombifikile Sweetness.; Naicker, Inbanathan.
The purpose of this study was to examine the mechanisms used by the school management team (SMT) to quality assure teaching and learning. The focus of this study was to explore the leadership practices used by the SMT of the selected township secondary school in quality assurance with regard to teaching and learning. The study aimed at answering these following research questions: What mechanisms are employed by the school management team to quality assure teaching and learning in the case study school? How effective are the mechanisms employed by the school management team to quality assure teaching and learning in the case study school? and; How can quality assurance in teaching and learning be improved in the case study school? Five SMT members (Principal, deputy principal and three departmental heads) from one secondary school were purposively selected based on their characteristics and experience. The distributed leadership theory by Helen Gunter (2005) and the conceptual framework for quality education in schools by Elizabeth Garira (2020) underpin this study. Using an interpretive paradigm, qualitative research approach and case study research design, I conducted semi-structured interviews to generate primary data from the participants. I also used three documents (Quality Management Systems, School Improvement Plan and curriculum coverage monitoring tool) that were requested from the research site to obtain secondary data. The analysis of data was done using thematic analysis. Findings point to that there is a disparity in leadership practices by the SMT. They separate the school into two phases, namely, the Further Education and Training phase (FET) and the General Education and Training phase (GET), and their focus is mainly on the FET. Monitoring seems to start from grade 12 to lower grades; extra classes are implemented only in the FET phase, and tracking of learner performance is mainly done in grade 12. The main recommendation was that The SMT distribute the power to the subject heads, who are de facto teacher leaders, to assist in other management duties. They can also delegate the work to the Learner Representative Council so that all the school grades can be attended to.
A case study of teacher leadership in an education for learners with special educational needs school in KwaZulu-Natal.
(2013) Slabbert, Ria.; Naicker, Inbanathan.
Currently, in school leadership a distributed perspective is supported by scholars in this field. Teacher leadership is seen as a means of operationalising distributed leadership. Drawing on this, the aim of this study is to explore the experiences of teacher leadership in a special education needs school. The study seeks to answer the following key questions: What does it mean to be a teacher leader in an ELSEN (Education for Learners with Special Educational Needs School)? How do teachers enact teacher leadership in an ELSEN school? How does the SMT (School Management Team) promote/not promote teacher leadership in an ELSEN school? Distributed leadership and teacher leadership are used as theories underpinning the study. The study is located within the interpretive paradigm and employs a qualitative case study approach. One of the strategies that qualitative research encompasses is case studies. One of the advantages of case study research is that you can use various kinds of methods to collect data. Case study research is flexible in regard to data selection, methods of data collection and analysis. In this study the context was an ELSEN school in KwaZulu-Natal and the informative participants used were five teachers, two heads of departments and the deputy principal. They were purposively selected. Semi-structured interviews with open-ended questions were used to generate data. The findings revealed that teachers play a meaningful role inside their classrooms, but beyond the classroom, leadership roles are lacking. Teachers do not understand the term teacher leadership and teachers should have a vision for their school.
A case study of the instructional leadership practices of Mathematics Heads of Department in rural secondary schools.
(2019) Nodada, Ntombizandile.; Naicker, Inbanathan.
The purpose of this study is to gain a greater understanding of the instructional leadership practices of mathematics Heads of Department in three researched schools. The study explored how mathematics Heads of Department operationalise instructional leadership of mathematics in their schools. The study further investigated the reasons why HODs use the instructional leadership practices that they are using in leading mathematics. This study used the qualitative research approach which was located in the interpretive paradigm. Furthermore, a case study design was used and it allowed for an in-depth understanding of the phenomenon being studied. Three mathematics Heads of Department from three schools at iLembe District were purposively sampled based on mathematics learners’ academic performance. Semi-structured interviews were used to generate data. The theoretical frameworks underpinning this study was the Far West Lab model (1982). The generated data was analysed. In analyzing the data, qualitative content analysis was performed following the process of transcription. The texts were coded through the categorisation of words, determination and expressions. Ultimately, catergories were linked to create connotation. Findings point to the proper monitoring of teaching and learning of mathematics in rural secondary schools by the Heads of Department. The main emphasis was on the sharing of vision and goals amongst mathematics teachers regarding the teaching and learning of mathematics in their individual schools ensuring alignment with CAPS requirements. Another finding highlighted the significance of following the Department of Education policy guidelines for effectiveness in their departments. A significant conclusion that was gleaned from this study was that mathematics Heads of Departments should increase their levels of supervision and strategise their instructional leadership practices to improve learner performance. The main recommendation is that sound instructional leadership practices need to be enacted by mathematics Heads of Departments to improve learner outcomes.
A case study of the professional development of school principals in a professional learning community in the Eastern Cape.
(2012) Ntengwane, Mabel Mandisa.; Naicker, Inbanathan.
The study was sparked by the current national outcry on school principals lack of professional leadership and management skills, knowledge and expertise which has resulted in poor student performance in schools, particularly in the Eastern Cape. The study sought to achieve three objectives. Firstly, to determine the methods employed in professional learning communities to develop school principals. Secondly, to make known the experiences of school principals with regard to their professional development within a professional learning community. Thirdly, to determine the impact of learning from professional learning communities on leadership and management practice of school principals, placing emphasis on student performance. This was a qualitative study which employed semi-structured interviews to collect data. The participants were six school principals from three selected high schools and three selected junior secondary schools in Matatiele district in the Eastern Cape. Gender and age representation were considered when selecting participants. Document analysis in the form of minutes of professional learning community meetings which had previously been held and attended by participant school principals were also used as a secondary source of data. Literature reveals that school principals in South Africa have not been adequately and professionally developed to meet the demands of leadership and management and the accompanying multitasking that a school principal must fulfill. Literature also reveals that professional learning communities in the United States of America, United Kingdom, New Zealand and other international countries have been successfully used as spaces for professional development of teachers and school principals. However, the study revealed that professional development of school principals in South Africa generally and particularly in the Eastern Cape is still in its infancy. A selective approach which is mostly superficial and reactive is adopted towards professional development of school principals. Therefore, the study has significant implications for policy development and implementation mechanisms for professional development of school principals. An integrated approach should be applied for holistic and accelerated professional development of school principals if the whole school improvement marked by quality learner performance is to materialise.
Community empowerment through housing consumer education and training programme: a case of a programme of the department of human settlements in Uthukela district.
(2019) Khumalo, Mthambisi Ellias.; Naicker, Inbanathan.
This study sought to explore the need for conducting housing consumer education and training as a community empowerment programme on human settlements development. It further established the effectiveness of the programme and whether the programme is able to address the needs of the community as beneficiaries of human settlements development. The study was conducted in Okhahlamba Local Municipality at Dukuza Housing Project. To fulfill the purpose of this study, the critical questions such as why is there a need for the delivery of the housing consumer education and training programmes by the Department of Human Settlements to communities, and how is the housing consumer education and training programme conceptualised by the Department of Human Settlements and rolled out to communities and what are the views of the community on the efficacy of the housing consumer education and training delivered by the Department of Human Settlements as a programme for community empowerment were the main questions that info1med · the investigation of this study. The responses to these critical questions were used to provide findings and recommendations for the study. There are two theories that were employed to underpin the study, that is Bush's theories of collegiality in education leadership and management combined with Zimmerman's theory of community empowerment for the purpose of understanding the significance of proper management of an educational community empowerment programme. The study was conducted in the confines of critical paradigm and qualitative case study was adopted as a research approach. Data were collected using semi-structured and focus group interviews. The Municipal and Department of Human Settlements officials including the PSC Chairperson participated in the individual semi-structured interviews and fifteen community members were grouped to participate in focus group interviews as three groups of five members in each group. The findings of the study revealed that there is a great need for the delivery of housing consumer education to empower community on human settlements development and the housing consumer education is an effective community educational empowerment programme that capacitate the community with skills and knowledge to lead their development project and finally that there is a need to involve other stakeholders in developing the annual programme for the housing consumer education and training as it is rolled out to communities. The community members that participated in the research were overwhelmed by the effectiveness of the programme and wished that all development projects had the same educational programme. The study finally recommended further study on the rolling out of the housing consumer education and training programme to find out new and improved strategies that can be used to implement the programme.
A critical appraisal of policy on educator post provisioning in public schools with particular reference to secondary schools in Kwazulu-Natal.
(2005) Naicker, Inbanathan.; Ngwenya, Thengani Harold.
Historically, educator post provisioning in South African public schools has been a
Critical friends in school leadership: a case study of the development of departmental heads in high schools.
(2024) Moodley, Luvashni.; Naicker, Inbanathan.
In the intricate tapestry of human connections lies a unique facet: critical friendships. These alliances, characterised by trust, guidance, and diverse perspectives, hold particular relevance in school leadership, notably for Departmental Heads (DHs). This study explores Critical Friends (CFs) within high school leadership, drawing from Transformational Leadership Theory and Transformative Learning Theory, tracing their historical underpinnings and evolution. Utilising a case study methodology, this research pursues three primary objectives: firstly, identifying the contributors to DHs development as CFs; secondly, exploring the expansion of CF networks among DHs; and lastly, delineating the leadership domains where CF guidance is sought. Using semi-structured interviews and Metaphorical Photo-Elicitation (MPE), this case study delves into the dynamics of CFs in school leadership. Purposeful sampling ensures a mosaic of insights, capturing the kaleidoscope of participant perspectives. The findings of the case study further identify pivotal elements imperative for the cultivating and sustaining of CF networks. Among these elements, participants underscored the indispensability of listening skills, confidentiality, and honesty within such relationships. Trust emerges as a cornerstone in critical friendships, intricately intertwined with the practice of active listening. Participants in the study highlighted the pivotal role CFs play in supporting school improvement initiatives, particularly in low-performing schools, as observed in both research schools. DHs expressed engaging with CFs to strategise and implement approaches aimed at elevating their schools from the low-performance zone. This exploration serves to spotlight the indispensable role of CFs in the landscape of school leadership development, shedding light on their multifaceted contributions to growth, transformation, and resilience in DHs.
The dynamics of leading in rural contexts: narratives of primary school Principals.
(2020) Ncokwana, Zamokwakhe Thandinkosi.; Naicker, Inbanathan.
The South African public education system, is a two-tiered education system, comprising the poor schools and the least poor schools. The former are ranked quintiles 1, 2 and 3 while the latter are ranked quintile 4 and 5. Quintile 1 schools, in the main, are found in rural locales. Quintiles 4 and 5 are mainly located in urban areas. Primary schools located in rural contexts contend with a myriad of challenges including poverty, unemployment, constrained resource and poor infrastructural capacities aggravated by their geographic landscape. While contending with these adversities, they are expected to perform at a similar level as their counterparts in urban contexts. Given these challenges, these schools are expected to be dysfunctional and perform poorly. However, there are pockets of schools which are functional and able to perform at more or less the same level as schools in other contexts. This study explores the lived experiences of school principals leading primary schools in rural contexts. The study sought to narratively understand the dynamics of leading in rural contexts. It is positioned within the interpretivist paradigm. Methodologically, the study employed narrative inquiry. Four primary school principals leading in rural context were purposively selected in the Ilembe District. Life story interviews, artefact inquiry and collage inquiry were used to generate field texts (data). Research texts were thematically analysed. The key findings of the study revealed that the leadership practices of school principals are influenced by who they are which is characterised by multiple identities. Therefore, who they are prescribes how they think and what they do. The school principals draw on their personal and professional meanings and understandings of selves to inform the leadership practices that they enact. The school principals’ personal and professional selves draw from each other in the process of constructing meanings and understandings. The interplay between leadership and rural context shapes and reshapes the school principals’ leadership practices. To this end, leadership practices are context-laden. Clearly, leadership discourse can no longer relegate context to the peripheral ranks. The study generated a model of leadership called Cross-cutting and Multi-agency Leadership (CML).
Emotional intelligence and school leadership : a study of female school principals in selected secondary schools in the Ugu district of KwaZulu-Natal.
(2014) Mlangeni, Sibongile.; Naicker, Inbanathan.
In South Africa over the past two decades there has been a shift from the oppressive apartheid rule to a democratic political dispensation. In the past women did not have equal employment opportunities as men because of institutional and cultural constraints. As women gain leadership positions in the new era, they still face more challenges compared to their male counterparts because of patriarchal relations. This requires women to have a higher degree of emotional intelligence. This study focused on the emotional intelligence of five female school principals in relation to leadership practice. The purpose of this study was to determine the importance of emotional intelligence on school leadership practice, to explore and investigate the strategies that female secondary school principals employ to manage their emotions and that of others. This study was framed by Goleman’s Theory of Emotional intelligence and Fullan’s Effective leadership Theory. This qualitative study is located in the interpretive paradigm. A case study was conducted on five female secondary school principals in the Ugu District of KwaZulu-Natal. Semi-structured interviews with the female school principals and focus group interviews with teachers were used in this study as data generation methods. The data generated was categorised into common themes and sub-themes. The findings indicated that female school principals who are emotionally intelligent are able to manage their own emotions and that of others in order to improve the culture of teaching and learning in their schools. This suggests that the DoBE should provide induction programmes and mentoring of newly appointed school principals in respect of emotional intelligence. The study recommends that the female school principals should show empathy and respect to the people they are leading in order to build good relations and to be able to make sound decisions to facilitate the improvement of their institutions.
Emotional intelligence and school leadership : a study of primary school principals in the Pinetown District of KwaZulu-Natal.
(2014) Madondo, Nonjabulo Fortunate.; Naicker, Inbanathan.
Decentralisation and devolution of power in the education system post 1994 in South Africa has brought additional roles and responsibilities for school principals. Consequently, school principals are now encountering enormous challenges in executing their leadership and management duties. Literature has shown that emotional intelligence ensures effective leadership therefore, school principals as leaders of schools require a fair measure of emotional intelligence to execute their roles effectively and also to deal with the challenges that they encounter more efficiently. Given this, this study explores the importance of emotional intelligence of school principals in selected primary schools. The study also explores possible strategies for managing emotions and ways of managing effective relationships at school. The study seeks to answer these key research questions: Why is it important for school principals to be emotionally intelligent?, What strategies do school principals use in managing their emotions?, How can school principals manage the emotions of others and relations with others better?. This study is underpinned by the theory of emotional intelligence and authentic leadership theory. It is located within the interpretive paradigm. It is a qualitative case study. It generated data from purposively selected school principals and educators using semi-structured interviews (school principals) and questionnaires with open-ended questions (educators). The findings revealed the importance of school principals being emotionally intelligent. The findings further furnished possible strategies of managing emotions for school principals and possible ways of managing relations in schools. Based on the findings and literature discussion around emotional intelligence and leadership, it is clear that there is a significant need for emotional intelligence to be included as part of the criteria in the selection process of school principals as well as in school principal’s development programmes.
Emotions and teacher leadership : a case study of teacher leaders in four primary schools.
(2014) Blose, Gloria Nontsikelelo Busisiwe.; Naicker, Inbanathan.
Emotions and teacher leadership is a developing field of study in many countries. The purpose of this was to examine the experiences of teachers with regard to emotions and teacher leadership. It sought to determine the importance of teachers being emotionally intelligent, to determine the strategies used by teachers to manage their emotions in relation to others and investigate how the school management teams support teachers in managing their emotions in relation to others. This study draws on Goleman’s (1995) theory of emotional intelligence and teacher leadership. A qualitative interpretivist paradigm was used in the study. A case study research design was used. Data was generated using focus group and semi-structured interviews. Four primary schools in the uMzinyathi District of KwaZulu-Natal were purposively selected as the case study schools. Teachers and head of departments (HODs) served as participants. The findings of the research revealed that teacher leaders who are able to control their emotions are likely to cope in stressful situations and be successful. The findings further revealed that teacher leaders with high emotional intelligence have the ability to handle relationships and protect themselves in compromising situations. Furthermore, the findings indicated that teacher leaders who are aware of their emotions are able to support each other in difficult times. One of the things the teacher leaders can do in order to manage their emotions is to remove themselves from the stressful situation for a short period of time so that they have enough time to think and reflect on the situation. The study recommends that the department of education ensures that all teacher leaders attend workshops which train teachers on how to manage their emotions. Teacher leaders should serve as role models with regard to emotions so as to encourage learners to be in control of their emotions. The school management team should encourage activities that promote team spirit among teachers. The HODs should take the lead in ensuring that teachers are in control of their emotions and there is a healthy relationship among teachers at school.
Factors that influence educator work performance in four primary schools in KwaZulu-Natal.
(2009) Ramdan, Shamitha.; Naicker, Inbanathan.
Effective schools are a pre-requisite for the transformation of society. However, for schools to function effectively, educators must work to their optimum levels, showing commitment, dedication and enhanced work performance. It is a challenge for school managers and policy implementers to ensure that educator's work performance is enhanced in the workplace. In this study I undertook to investigate factors that influence educator work performance. The rationale for the study took into consideration the constant demands placed on educators. By illuminating the factors that affect educator work performance, it is hoped that educators would receive the necessary support, assistance and guidance from all stakeholders in education so that educators may face and overcome current challenges in education, thus promoting work performance. As a result, educators will be able to execute their roles and responsibilities effectively in a rapidly transforming education environment. This study employed a qualitative research design. Through a process of random sampling, four Primary Schools from the Phoenix-West Ward of the Pinetown District in KwaZulu-Natal were chosen. The informants in this study comprised of eight level one educators. Two educators from each of the sampled schools were chosen through purposive sampling. The data was generated with the use of semi-structured interviews. The data gathered was received, coded and organized into themes, categories and sub-categories. Content analysis was used to analyze the data. The findings revealed that many factors influence educator work performance. Factors such as a good salary and work that is challenging enhance work performance. Praise and recognition, as well as democratic leadership styles by SMT's, also have a positive influence on work performance. Factors associated with poor work performance included, heavy teacher workloads, curriculum uncertainty, stress, favouritism and a lack of teaching resources and equipment. In addition to this, being self-motivated created an inner drive in the informants to perform at optimum levels. School managers should play a fundamental role in offering support, guidance and in motivating educators in the workplace. The study also revealed that there should be a strong bond between the Department of Education as the employer and educators as employees, whereby the Department of Education should implement motivation strategies to enhance educator work performance.
From a sinking school to a moving school: a case study of a school-teacher union partnership to facilitate school improvement.
(2022) Caluza, Primrose Nomarashiya.; Naicker, Inbanathan.
School-teacher union partnership has been found to have a positive impact on school performance, teacher development and learner achievement. The purpose of this research study is to examine the impact of a school-teacher union partnership to facilitate school improvement. The study was underpinned by instructional and transformational leadership theory, which collectively emphasise participatory decision-making, participation of all stakeholders in school improvement interventions. The study was guided by an interpretivist paradigm and case study design. Participants were purposively selected and they included six for semi structured and eight for focus group discussions. These participants were drawn from SADTU, Department of Education and Kuzolunga Secondary School. Document analysis was used to corroborate the interview data. The study revealed inter alia, that planning of partnership was informed by evidence-based approach which contextualised courses of action to improve learner outcomes. The team-based structure was used to facilitate stakeholder participation and coordination of partnership activities. From a SADTU perspective, this partnership enabled resource mobilisation to improve the quality of education. In the teachers’ view, the partnership encouraged peer learning through mentoring and coaching. Although the Department preferred the results-based approach, it appreciated SADTU’s evidence-based approach which empowered management, teachers and learners through shared accountability for action and results. The study found that refocusing the commitment of teachers is key to improving school performance. Incapacity of principals and parents hinders success of the partnership. The study concluded that the school-teacher union partnership works well in improving the school. The study also established the centrality of the principal for the formation of the school-teacher union partnership and its success in improving the school. Given this, the study recommended policy adaptation to facilitate school leadership development so that principals are empowered to undertake their diverse roles. In respect of teacher unions, the study proposes that they must use their power and influence to mobilise their members to support school improvement initiatives. School improvement can be strengthened through effective communication between teacher unions, schools, parents and the Department of Education. The study advances an African Perspective within the concept of Ubuntu to ensure success and continuity of school teacher union partnerships.
Information and communications technology (ICT) integration in Zimbabwean secondary schools curriculum: experiences of secondary school heads in Buhera rural district.
(2014) Tazvishaya, Mupambireyi.; Naicker, Inbanathan.
The study explores the experiences of school heads in leading and managing ICT integration in the curriculum in rural-day secondary schools in Buhera district. ICT usage in Zimbabwean schools can be traced back to the early 1980s mainly in trust schools. After the Nziramasanga Commission Report of 1999 which advocates the use of computers for teaching and learning, the momentum of computer usage was heightened culminating in the commencement of computer donations to schools by the President R.G. Mugabe in 2004. In 2005 the country adopted a national policy on ICT which makes reference to the promotion of ICT in education. This study is underpinned by theories of transformational leadership, change management and Miller’s Evolutionary theory of ICT integration. The study seeks to answer the following critical questions: What are the experiences of school heads in leading and managing ICT integration in the curriculum? What factors shape school heads’ experiences in leading and managing ICT integration in the curriculum? How are school heads mitigating the challenges posed by integrating ICT in the curriculum? This study is located within the interpretivist paradigm. Phenomenology was used as the design in carrying out this study. Semi-structured interviews were used to generate data from six secondary school heads from Buhera rural district. These secondary school heads were purposively selected. The findings indicate that meaningful ICT integration is still a distant reality in Zimbabwean rural-day secondary schools because there are a number of challenges that are experienced by rural school heads. Some of the challenges are lack of affordable and reliable internet provision, limited number of computers and computer illiterate teachers among others. Despite these challenges, there are some advantages that school heads have experienced such as access to current information. The study recommends the provision of cheap and reliable internet services in communities if ICT integration is to be really meaningful in these underserviced rural communities. More resources should be allocated to ICT integration since it is in infancy stages in rural schools. Government needs to mobilise more resources and engage donor communities to assist rural schools. In-servicing of school heads and teachers is of paramount importance if ICT integration is to bear fruits in Zimbabwean rural-day secondary schools.
Institutional transformation in the post-apartheid era: an ethnography of one high school in KwaZulu-Natal.
(2013) Bengover, Yvonne Jane.; Karlsson, Jennifer Anne.; Naicker, Inbanathan.
In this thesis the mandate of the newly elected government in 1994 to transform the apartheid-based system of educationprovides the opportunity for examining institutional transformation in South African schools. The impetus is the transformative goals which foreground access to education, democracy in education, quality in education and equity and redress in education provision for all South Africans. One high school in KwaZulu-Natal provided the data and context for the study which focused on institutional transformation after the first democratic elections in 1994. The goal was to examine the institutional culture within the school to give meaning and insight into the process and progress of institutional transformation and how this aligned with the transformative goals articulated in educational policy under the direction of the new Constitution of South Africa. A range of data collection methods were used as a means to examine questions regarding institutional culture and institutional transformation. Data was generated at one high school, previously classified as a ‘Coloured’ school by the apartheid government. Data generation methods comprised in-depth individual semi-structured interviews and focus group discussions with nineparticipants, field notes taken during participant observations and school documents around institutional culture and institutional transformation. Old apartheid ideologies of race and practices of power, segregation and discrimination caused participants to understand apartheid discourse as a link of race and power hierarchies. Remnants of such discourses continue within the institutional culture of the school, propagating the conjunction of race and power in particular, in spite of the mandate to transform from an apartheid-based education system. In the post-apartheid era new democratic discourses and practices within institutional culture have emerged that redesign institutional culture and social relations at the school alongside pre-1994 apartheid discourses and practices. Hence, this thesis concludes that these conflicting discourses and practices reflect a tension between stagnancy and change, and a discursive uncertainty as to whether institutional culture steeped in old, apartheid ideologies and practices ornew, democratic ideologies and practices will be stronger in determining the process and progress of institutional transformation at the school going forward.Therefore, this study proposes a social role continuum with different points along the continuum in order to help identify where along the continuum schools are positioned as determined by their institutional culture.
The jika imfundo curriculum intervention: narratives of three principals of underperforming secondary schools in a rural context.
(2021) Zondi, Promise Khethiwe.; Naicker, Inbanathan.
The purpose of the study is to examine the experiences of principals of underperforming secondary schools in a rural context, with regard to the implementation of the Jika iMfundo curriculum intervention. South Africa is experiencing a decline in the outcomes of many public schools. This is evident in secondary schools’ National Senior Certificate (NSC) results where some schools persistently perform below 65% academically, which is a benchmark for underperformance by the Department of Education. Further, there are schools which still attain 0% pass rate in the NSC results. This academic decline is an indication that the South African education system is gravitating towards a crisis. Despite the introduction of Curriculum and Assessment Policy Statements (CAPS) into the schooling system, the country has not yet reached a level where 90% of candidates achieve at least 50% in mathematics, sciences and languages. Literature reveals that poor academic performance is due to inadequate curriculum coverage. Given the poor learning outcomes, the KwaZulu-Natal Department of Education (KZN DoE) has partnered with Programme for Improving Learner Outcomes (PILO) and introduced the Jika iMfundo curriculum intervention. The Jika iMfundo curriculum intervention aims at promoting curriculum implementation by providing support to educators. It aims at ensuring that instruction is taking place and curriculum is covered. Moreover, the Jika iMfundo aims at capacitating SMTs and District officials to monitor the implementation of curriculum. This study presents the stories of three principals of underperforming rural secondary schools, in Pinetown District in KZN. McLaughlin’s (1987) conceptual framework on the implementation of policy and Hallinger and Murphy’s (1985) instructional leadership theory underpin this study. Using an interpretive, qualitative approach and narrative inquiry methodology, I conducted narrative interviews to generate field texts. The analysis of data was done at two levels. The first level was narrative analysis and the second level was the analysis of narratives. Together with the three participants, I constructed their stories which assisted in understanding their experiences of implementing the Jika iMfundo curriculum intervention. Through the analysis of narratives, it became evident that the creation of an encouraging, warm and conducive work environment has a positive bearing on the working relationships between the school principal and educators and among educators themselves. The heathy relationships contribute to the increased work morale, effective schools and school improvement.
Leader influence behaviours and school leadership: an ethnographic study of three primary school heads in the Zvishavane district of Zimbabwe.
(2016) Shoko, Shepherd.; Naicker, Inbanathan.; Chikoko, Vitallis.
Of late there has been an outcry about poor leadership and mismanagement amongst school heads by the Zimbabwean public media (Gore, 2012; Mhlanga, 2013; Nziramasanga, 2000; Share, 2013) and Teachers’ Union representatives, parents and District Education Officers at various meetings I attended in the Zvishavane District in Zimbabwe. However, from my experience as a school head and the literature available for the preparation of school heads in Zimbabwe, little if any is known about school heads’ use of leader influence behaviours in educational leadership and management. Such knowledge is important for school heads for them to be able to effectively influence teachers so as to achieve school goals. This study aimed to contribute knowledge and push this peripheral attention given to this key aspect of educational leadership and management. This is a qualitative ethnographic study, couched within the interpretive paradigm. An ethnographic approach suited this study because it allowed for a deep and sustained engagement with participants. A theoretical toolkit consisting of more than one theory was seen as appropriate to bring influence and leadership issues under study into sharp focus. As such a three legged theoretical framework utilising, the distributed leadership, the collegial model of educational management and Foucault’s notions of power were used. School heads and teachers from three rural schools in the Zvishavane district of Zimbabwe were selected for the study. The school heads and teachers participated in the study to learn how school heads influence teachers in day to day work situations. Sampling for the school heads who participated in the study was purposive to generate data from high performing school heads. These school heads were recommended for selection for this study by the district education officer. The following findings emerged from this study: School heads use leader influence behaviours of empowerment, consultation, stewardship, sharing responsibility, inspirational appeal, rational persuasion and legitimation to influence teachers. School heads utilise different influence behaviours in different core areas of their work. The success of influence attempts is determined by meanings, values and experiences the school heads and teachers bring to bear in the school head/teacher interactions. A blend, instead of the use of just one influence behaviour at a time increased chances of an influence attempt suggesting that the more influence behaviours a school head uses at a time, the more will be his or her chances of success at influencing teachers. Issues of integrity, collaboration, transparency, knowledge, evidence, authority, culture of achievement, trust and seniority culture mediated leader influence attempts. Using a model, based on these findings, I showed that the interplay between leader influence behaviours and contextual and cultural issues mediate school heads’ influence attempts. This study can contribute to the growing body of literature on leader influence behaviours in particular and educational leadership and management in general by adding to what we can learn about how school heads influence teachers in their day-to-day leadership practice.
Leadership and management of classrooms with orphans and vulnerable children : a study of three primary schools in Lesotho.
(2011) Lehlaha, 'Makabelo Melida.; Naicker, Inbanathan.
With introduction of Free Primary Education in Lesotho, teachers are now leading and managing classrooms with increased numbers of orphans and vulnerable children (OVC). This study seeks to understand how teachers lead and manage classrooms with OVC. It explores the experiences of teachers who lead and manage classrooms with OVC, and the support they receive from School Management Committees (SMCs) in their leadership and management of classrooms with OVC. Transformational leadership and democratic classroom management theories are used as theories underpinning the study. The study is located within the interpretive paradigm. It employs a qualitative approach. The data was collected from three primary schools in the Leribe dissemination centre in Lesotho. One community school and two church schools were sampled. Nine participants (3 from each school) were purposively selected. One teacher each was selected from the three different levels of teaching from each primary school. Semi-structured interviews with open-ended questions were used to generate data. The findings reveal that teachers experience increased existence of poverty among OVC, which is illustrated by severe hunger, lack of basic requirements like food, clothing and educational support. Teachers have formulated different strategies to deal with these issues in their classrooms. When difficult issues arise the principals play an important role in helping the teachers. Unfortunately, there is less support for teachers from other SMC members.
Leadership development of school principals : a case study of the role played by one teacher union.
(2013) Cele, Lucky Goodman Mabutho.; Naicker, Inbanathan.
The focus of this study is on leadership development of school principals. There is a view in public discourse that a lack of sound school leadership is the cause for poor educational outcomes and dysfunctionality of public schools. A case study of one teacher union, namely, the South African Democratic Teachers Union (SADTU) in KwaZulu-Natal was conducted. The study did not focus on all the activities (programmes) and different membership categories within this teacher union, but rather it only focused on its leadership development programmes for school principals. The study sought to establish the reasons why teacher unions should involve themselves in leadership development of school principals. Furthermore, the study focused on the strategies used by this teacher union to develop school principals and the impact such leadership development has on school principals in practice. The rationale of the study was not to make generalisations but rather to obtain a rich description of the role played by the teacher union in leadership development of school principals. This rationale is rooted in my experiences as a school principal and the general view in public discourse that teacher unions exist to destabilise education. This view is also strongly held even by education authorities. This has created a general belief among the public that teacher unions are a “nonsense” and should be outlawed. The problem with this belief is that it, either wittingly or unwittingly, disregards the contribution made by teacher unions in an endeavour to improve public education. The good work done by teacher unions is not made known to the public. The study was within the discipline of educational leadership and management. It was underpinned by a theory of Community of Practice. A qualitative approach was used in the study. The study was located in the interpretivist paradigm. Data generation was conducted through semi-structured and document analysis. The sample included three KZN provincial union officials, four leadership development programme facilitators and six school principals who have completed the union leadership development programme. Document analysis included minutes of union meetings, reports to the union meetings and union declarations. Findings and recommendations of the study emphasise a continued partnership of the unions and Department of Basic Education in leadership development programmes as well as continuous pre-service and in-service leadership development of school principals.
Leadership development of school principals through communities of practice : a case study of one leadership practice community.
(2011) Naidoo, Surendra Vethaviasa.; Naicker, Inbanathan.
The purpose of this study is to explore the role of Leadership Practice Communities (LPCs) in developing the leadership capacity of school principals. Given the minimal requirements to become a school principal and the increasing demands made on the principal in terms of his/her job, the question arises as to how best are school principals developed for their school leadership role. This study is underpinned by the theory of Communities of Practice and a conceptual framework on leadership development. Sense is made of how school leadership learning of principals can occur within a community of practice. This works on the premise that people with common goals and interests work together to better themselves and their institutions. This study explores whether this can be done within these structures and how best it can be formalized to assist all leaders in the education field. This study seeks to answer the following critical questions: What forms of leadership learning take place within leadership practice communities? How does the leadership practice change as a result of participation within leadership practice communities? What challenges and possibilities exist for leadership development within leadership practice communities? This study is located within the interpretivist paradigm. A case study methodology is used in this study and semi-structured interviews of a group of principals have been undertaken. This particular Leadership Practice Community was purposively selected based on convenience. Seven principals were selected based on the following criteria: secondary/primary; male/female; urban/township/rural. The findings indicate that a leadership practice community has played a major role in developing the capacity of novice and senior principals. The findings direct that this could be the way to ensure that development of school principals could be undertaken and it should be replicated by all Ward Managers with a view to developing and strengthening leadership in schools under their control.