Doctoral Degrees (Education, Development, Leadership and Management)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7168

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Examining the understanding and enactment of instructional leadership among the school management team in a rural secondary school in the Limpopo province: a qualitative study.
(2024) Maifala, Selaelo Sylvia.; Moletsane, Relebohile.
The study reported in this thesis aimed to examine the understandings and practices of instructional leadership the School Management Team (SMT) at one rural school I named Crocodile High School located in Moletsi in the Limpopo Province, South Africa. The study was premised on the understanding that if schools such as Crocodile High School are to overcome the multitude of challenges they experience, the SMT must play a vital instructional leadership role. Thus, the study sought to understand how SMT members understood their instructional leadership roles and enacted them, and how rurality, impacted on their understandings and practices of instructional leadership. The study was located in the interpretive paradigm and adopted qualitative research methodology. The SMT members in the school made up the primary study participants, with a group of six teachers making up the secondary participants. To generate data I used in-depth semistructured interviews with each of the seven members of the SMT, a focus group discussion with the group, and week-long observations of each SMT member. I also carried out a focus group discussion with the six teachers to understand their perspectives on the SMT’s instructional leadership roles. To analyse the data, I used the inductive content analysis approach in which the analysis of data comes from a detailed reading and breaking down of raw data into categories, patterns and themes to explain it. The findings suggest that in many ways, members of the SMT do not have an adequate understanding of their instructional leadership role. This negatively impacts their ability to provide effective instructional leadership needed in the school. Moreover, the findings revealed that rurality had a negative impact on the SMT members’ understandings and enactment of their instructional leadership roles. They tended to focus on the lack of resources and failed to mobilise the school and community to develop or access available assets to benefit teaching and learning. Further, negative influences also came from teacher unions in the form of teacher strikes, leading to negative relationships between the SMT and teachers in the schools. However, some members were able to build rapport with teachers, and thus created a positive environment for teaching and learning. These findings have implications for professional development initiatives that target the SMT in the rural context and focuses on their understanding and enactment of instructional leadership roles. Such programmes could motivate the SMT and other participants to seek continuous professional development opportunities in order to improve their leadership. Lastly, the findings also point towards the need for teacher unions to play their part to improve their influence in schools, including on teacher professionalism and effectiveness.
From moving schools to sinking schools: narratives of stakeholders of schools in decline.
(2023) Khuzwayo , Ndumiso Quincy.; Blose , Sibonelo Brilliant.
There is a significant amount of research focusing on ways to improve schools; however, this research does not seem to make attempts to understand the causes of the decline in schools. This results in a scarcity of literature regarding the causes of school decline. Some of the reasons for this scarcity could be the sensitivity of this phenomenon, and unwillingness of declining schools to expose themselves to scrutiny. The study reported in this thesis attempted to hold a bull by its horn through engaging with stakeholders of these schools. The study employed social realism and general systems theories to understand the structural, cultural, and agential mechanisms influencing school decline, and also to explore how stakeholders could imagine schools in decline as moving schools. The theoretical framework of the study was therefore made up of these two theories (Archer’s social realism theory and general systems theory). Methodologically, the study employed narrative inquiry. The study targeted five secondary schools in the Umlazi District of KwaZulu-Natal. Two stakeholders per school were purposively selected to participate in the study. Narrative interviews and artefact inquiry were used to generate field texts (data). Field text analysis occurred at two levels: narrative analysis and analysis of narratives. The study revealed multiple mechanisms (structural, cultural and agential) that influence decline in the sampled schools. These include, but are not limited to, stakeholder role confusion, toxic behaviours dominating the school culture, and the constrained agency of teachers and principals. The study concluded that schools in decline cannot turn themselves around or rescue themselves from decline but require external intervention that is multi-pronged to address different causes of decline. This intervention may come from stakeholders such as the SGB foundation, community stakeholders, well-performing schools, and subject advisors. The study then produced a model for intervention for schools in decline. This model sets out forms of external intervention that are desired by stakeholders in declining schools and is termed the internally desired external intervention model (IDEI).
The role of school-based management committees in sustaining learner discipline in three Nigerian schools.
(2023) Akinola , Feyisayo Aina.; Bhengu, Thamsanqa Thulani.
Scholarship in educational leadership and management field clearly shows that no effective teaching and learning can occur where there is lack of discipline and order among learners in schools and classrooms. In the context of Nigeria, research suggests that incidents of learner misbehaviours persist despite various interventions to curb this phenomenon. In Nigeria, School Based Management Committee (SBMC) has been established to play a proactive role in facilitating and leading school improvement and also maintain discipline in public schools. However, indiscipline in schools has remained on the high side. This could imply that interventions of SBMC in schools are often short-lived, and not sufficiently effective in achieving desired goals. The effects of the SBMC seem to be not sustained due to factors yet unknown in the literature. This begs the question, what is the role of SBMC in sustaining learners discipline in schools and how do they play such a role? Therefore, this study explored the role of SBMC in sustaining learner discipline in three secondary schools in Ekiti-State, Nigeria. Thus, the aim of this study was to understand how School-Based Management Committee promotes and sustained positive behaviour among learners in school. A qualitative case study design located within interpretivist paradigm was conducted in three purposively selected secondary schools. Qualitative design was preferred because it utilises in-depth investigation and rich information on the phenomenon. Participants comprised Principals, teachers, learners (head boy and girl), traditional representative and PTA chairpersons. Data were generated from semi-structured interview, dyadic interview, observation and document review. Data were analysed through content analysis. Literature was reviewed across Global, African and Nigerian perspectives on School-Based Management Committees and sustenance of learner discipline to delve into the field of study. Two theories were adopted as a theoretical framework for this study. Accordingly, the first centres on discipline, while the second focuses on leadership. Theories on discipline are William Glasser‟s Reality Therapy, Self-regulation theory By Bandura, School-Wide Positive Behavioural Support (SWPBS) Model. While Leadership theory are as follow: Collaborative Governance theory; Sustainable leadership theory, Share leadership theory, Instructional school leadership theory, Ethical leadership theory and visionary leadership theory. The finding suggests that SBMC in studied schools were able to maintain and sustain learner discipline through the synergy they created with other prominent stakeholders, despite some challenges that SBMC encountered and overcame during the process of sustaining learner discipline. Among the fundamental recommendations was the need for school principals and other members of the SBMC to maximise on human and social capital to bring pressure to bear on those reluctant parent to get involved in the affairs of the schools to enhance the voice of the parents on issues regarding school development and particularly in the sustainability of learner discipline. Also, This study was conducted in a small scale that comprised three school. I strongly believed that there are important issues that can be assessed in different parts of the country, through the use of a wider scale study that is quantitative in nature. As such, reseachers need to understand how the experiences shared by the SBMC in the study resonate with others in a national scale.
School principals’ experiences of ethical leadership during times of accountability : complexities, dilemmas and dynamics.
(2024) Hlongwane, Celumusa Bethuel.; Bhengu, Thamsanqa Thulani.
Several studies have highlighted the importance of ethical leadership during this era of accountability. Scholarship suggests that ethical leadership is at the heart of school life as decisions are underpinned by ethics. This study explored school principals’ experiences of ethical leadership. The study further examined why school principals enacted ethical leadership the way they do. Underpinned by the interpretive paradigm, a qualitative design and a case study methodology, six school principals were interviewed using semi-structured interviews. Documents reviews were used to augment data generated through interviews. Multiple Ethical Paradigm Theory, Chaos Theory, Accountability Theory, and Stakeholder Theory were used as theoretical lenses to frame the analysis of data. Data was subjected to thematic cross-case analysis. To this effect, a meta matrix analysis tool and Document Review Schedule were used to thoroughly analyse data generated from interviews and documents respectively. The study found that school principals embrace ethical leadership in their leadership as school leaders because they are of the strong view that it yields many benefits in the entire school environment. Also, the findings of the study suggest that school principals have a clear understanding of ethical leadership; however, some still enacted unethical leadership practices. The study found that some school principals are conscious that ethical awareness is their responsibility as school leaders and the latter is enhanced through human interaction. To achieve this endeavour, the study found that some school principals believe in being exemplary and have taken upon themselves to enhance ethical leadership in their schools while others collaborate with other stakeholders like teacher unions, the DBE, Traditional Leaders and even Taxi Drivers’ Associations. This thesis concludes that the nexus between accountability and ethical behaviour remains elusive, as a result, ethical leadership for some school principals remains a pie in the sky; in some instances, it is a well-preached gospel that is hardly practiced. Since this study was conducted in one education district where six school principals participated in the study, I therefore recommend another study of the phenomenon to be conducted. To this effect, a mixed method study that will also include statistical data is recommended in order to allow for data to be extrapolated to a wider population.
“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.
Space, geography and gendered experiences of children: a narrative study of four high schools in Hhohho region, Eswatini=Indawo, ezebalazwe kanye nolwazi lwabantwana bobulili: ucwaningo olulandisayo lwezikole ezine zasezingeni eliphezulu, esifundeni iHhohho, ESwatini.
(2022) Makamure, Gibson.; Morojele, Pholoho.; Sookrajh, Reshma.
Abstract The main objective of this study was to explore the space, geography and gendered experiences of children in four coeducational high schools in the Hhohho region of Eswatini (formerly Swaziland). Guided by Social Constructionism theory, the study drew narratives of space, geography and gendered experiences of children and what could be learnt from their accounts, in order to understand and improve their educational experiences. The research draws from Massey’s (2005, 1994) theorisation of space in helping to understand the experiences children have with space and the entanglement of space, geography and gender in the school environment. In order to explore the specific school spaces that children occupy as well as how they navigate through and negotiate these spaces, the thesis used a qualitative approach and a narrative enquiry as its research design. Semi-structured individual interviews and focus group discussions were used as data generation methods. The participants were aged between 16-18 age groups and were in Form Five. A non- probability sampling technique was used, in which convenience and purposeful sampling strategies were used. The research found out that boys and girls in school spaces experienced different gendered experiences. Evidence from the research showed that school spaces, which are highly gendered, acted as a constraint to opportunities of learning especially to girls. Boys are dominant in school spaces as found out by the research. Teachers who are patriarchal and gender stereotyped support the domineering positions of boys over girls. Volunteering activities performed by community members and parents follow traditional gender roles which send the messages of a patriarchal society. Girls, for example, suffered more from sexual based violence both from teachers and from boys. They were most vulnerable to issues such as unwanted touching, body shaming and forced kissing from boys. Teachers, on the other hand, proposed love to them and were not in a position to report these cases because of fear of victimisation. Physical spaces, which included, among others, the bathrooms/toilets and libraries, needed improvement in order to promote equitable learning between boys and girls as was revealed by the study. Dirty and malfunctioning bathrooms discouraged girls from attending school, especially during their menstrual periods. Some of the bathrooms/toilets lacked privacy, which is a requirement for toilet use and also a personal space. It was further revealed that, both boys and girls in the school lacked agency. Adults, in this case, teachers and administrator dominated schools spaces. Teachers and administrators influenced most decisions that touched on their academic lives. Learners felt this as an unfair way of doing things since they wanted to take responsibility, especially on things that affected their future, like the selection of subjects. A platform for learner empowerment has been made available by the availability of guidance and counselling in schools. This has resulted in some of the learners especially the girls to stand up against any form gender inequalities that they faced within the school spaces. Some girls are now able to challenge bullying and sexually based violence in spaces that are male-dominated. Some boys are now able to respect girls as part of the empowerment processes gained through guidance and counselling. The study recommends that the Ministry of Education and Training makes sure that gender responsive spaces are provided in schools to make positive the learners’ gendered experiences. This may include, among others, the construction of well -designed bathrooms to cater for the different needs of learners, ensuring that they have their voices heard in schools and their complaints addressed. Also, the Ministry of Education and Training should make a gender module in all teacher training colleges compulsory, to ensure that teachers are well equipped with knowledge and skills to deal with gender issues in schools. Iqoqa Inhloso yocwaningo ukucwaninga ngendawo, ezebalazwe kanye nolwazi lwabantwana bobulili ezikoleni ezine ezisemazingeni aphezulu esifundeni saseHhohho eSwatini. Ucwaningo lulawulwe yinjulalwazi i-Social Constructionism. Ucwaningo lusebenzise izingxoxo ngendawo kanye nolwazi lwabantwana bobulili nokuthi yini engafundwa kulokhu, ukuze kube nokuqonda nokuthuthukisa ulwazi lwabo kwezemfundo. Ucwaningo lubuye lusebenzise injulalwazi kaMassey (2005, 1994) i-theorisation of space ukuthuthukisa ukuqonda ngolwazi abantwana abanalo ngendawo kanye nokuqonda ngendawo kanye nesimo sesikole. Ucwaningo lusebenzise indlela eyikhwalithethivu njengesu lokuhlola indawo ethile esikoleni esetshenziswa ngabantwana kanye nokuthi baphila kanjani kulezi ndawo. Ucwaningo lusebenzise izingxoxo ezisakuhleleka kanye nezingxoxo zamaqoqo ukuqoqa imininingo. Ababambiqhaza baphakathi kweminyaka eyi-16 kuya kweyi-18 kanti basebangeni lesihlanu (Form Five) lokufunda. Iqhinga le-non-probability sampling lisetshenzisiwe kwase kusetshenziswa i-purposeful sampling. Ucwaningo luthole ukuthi abafana namantombazane ezikoleni banolwazi olungefani lobulili. Ubufakazi ocwaningweni luveze ukuthi izindawo ezikoleni ezinobulili kakhulu ziyinkinga ukudala amathuba okufunda ikakhulu kumantombazane. Abafana baqonela amantombazane lokhu kwesekwa ngothisha abanezinkolelo eziyimvunamadoda. Izinto ezenziwayo ngokuzinikela ngamalungu omphakathi nabazali zilandela indima yobulili enomyalezo-mqondo ovuna amadoda. Amantombazane azithola ehlukumezeka ngokocansi ehlukunyezwa ngabafana nothisha. Amantombazane azithola epotozwa ngempoqo, edelelwa ngemizimba yayo, eqatshulwa ngenkani ngabafana. Othisha, kolunye uhlangothi ayawashela amantombazane angakwazi ukubika kumuntu ngalolu daba ngenxa yokwesaba ukuhlukumezeka. Ucwaningo luphinde lwaveza kuthi izindawo ezinjengamathoyilethe nakumtapowolwazi zidinga ukuthuthukiswa ukuze kuzoba namathuba alinganayo okufunda kwabafana namantombazane. Ukungcola nokungasebenzi kahle kwezindlu zangasese kwenza amantombazane angabi namdlandla wokuya esikoleni ikakhulu uma esesikhathini. Amanye amathoyilethe awakuvumeli ukuba umfundi abe ngasese. Kuphinde kwavela ukuthi abafana namantombazane ezikoleni bazithela ngabandayo. Izindawo ezikoleni zigcwele kakhulu abantu abadala, othisha nomabhalane. Ebese kuthi izinqumo ngokufunda kwabo abafundi zincike kakhulu kothisha nakomabhalane. Lokhu akubajabulisi abafundi, bafisa kube yibo abazibambela mathupha, ikakhulu ezintweni ezithinta ikusasa labo, njengesinqumo sokuqoka izifundo. Ukuba khona kwabeluleki ezikoleni kwenze abafundi bazizwa benamandla. Lokhu kugcine sekwenza amantombazane eselwisana nokuhlukunyezwa ngokobulili abakuthole esikoleni. Amanye amantombazane aseyakwazi ukumelana nokuhlukunyezwa ngokocansi okwenziwa ngabesilisa. Abanye babafana sebeyakwazi ukuhlonipha amantombazane njengengxenye yokuthuthukiswa kwabo ngabaluleki. Ucwaningo luphakamisa ukuthi uMnyango wezemfundo uthuthukise izikole ukuze zikwazi ukubhekana nezimo zezindawo ezikoleni ukuze abafundi babe nolwazi ngobulili. Lokhu kungafaka, ukwakhiwa kahle kwamathoyilethe ukuze izidingo zabafundi zizonakekeleka, nokuthi izikhalazo zabo zizwakale. LoMnyango kumele futhi wenze kube nemojuli emakolishi othisha ezobaqeqesha ngezinkinga zobulili ezikoleni.
Creating learning spaces for the 21st century learning in rural secondary schools: a leadership perspective.
(2022) Zondo, Dumisani Brian.; Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bayeni, Sibusiso Douglas.
This study focuses on the practices of school leadership in two rural secondary schools as they create learning spaces that support the 21st century learning. The study adopted a qualitative multiple-sites case study design that was underpinned by interpretivist paradigm. Data was generated from 13 participants who were purposively selected, through the use of semi-structured interviews and documents reviews. Transformational Leadership Theory by Bass and Riggio and Instructional Leadership Model by Hallinger and Murphy were adopted as a theoretical framework for this study. The data that was generated through the two techniques (interviews and documents reviews) was analysed through the complementary use of content analysis and inductive analyses. The findings showed that school leadership embracing collaborative school climate that enabled the intrinsically motivated and technology savvy teachers to reconfigure the traditional classroom conceptualisation into learning spaces for the 21st century learning. Such teachers infused the technological theories in teaching and learning and adopted a learner-centric pedagogy that prioritises the 21st century skills. The study contributes in different ways, including the destabilisation of the notion that transformational leadership is only exercised by people in formal position of leadership. The power of bottom-up influence came to the fore in this thesis.
Educators’ leadership and management experiences in supporting learners’ transition from the foundation phase to the intermediate phase in primary schools in the uMlazi district: a multiple case study.
(2022) Shabalala, Sandile Caiphas.; Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.
Primary school educators play a pivotal role in building a solid foundation for learners to be able to succeed academically throughout their entire school journey. However, some educators in the primary schools, traverse through a rough patch when learners have to transition from one phase to another phase. Little is known about how these educators deal with teaching and learning during this critical stage of transition. But more importantly, little is known about how educators support these learners to adapt to and cope with phase transition. This study explored educators’ leadership and management experiences in supporting learners’ transition from Foundation to Intermediate Phase in primary schools in the uMlazi District. The participating primary schools were located in rural, semi-rural and in the township. In this research, I adopted a qualitative multiple case study within interpretivist paradigm. Twelve Fourth Grade educators from three primary schools from the uMlazi District were purposefully selected for this study. The study is underpinned by Adaptive Leadership Theory by Heifetz, Grashow and Linsky (2009), and Hallinger’ (2011) synthesised model of leadership. Semi-structures were used to generate qualitative data. Thematic data analysis was used to analyse the data. What emerges from the data was that learners in the fourth grade are encountered numerous challenges which complicated their journey as they progress from Grade Three to Grade Four. The findings also show that educators involved did their best to counteract the negative effects of the hostile environment to support these Grade Four learners cope with new teaching and learning environment.
Information and communication technology integration in an international high school: the influence of leadership.
(2023) Fato, Shepherd.; Myende, Phumla.; Chirikure, Tamirirofa.
Information and communication technology (ICT) integration in teaching and learning has become an imperative worldwide. However, this remains problematic due to various factors in different contexts. Often, the extent and success of ICT integration depends on the school leadership hence this study explored ICT integration in an international high school with a focus on the influence of leadership. A qualitative case study was done with 13 participants from one international high school. Data were generated through interviews and document analysis to understand how ICT integration was enacted, the leadership influence and why the school enacted ICT integration in the way it did. The qualitative data were analysed through open coding followed by axial coding to identify salient themes. The theories of technology organisation environment and transformational leadership were used as a lens to make sense of the findings. The results show that the school’s ICT vision and policy informed resource provision and integration in various sectors of the school life. ICT integration was a driver for active learning, information management and school communication. There was decentralisation of responsibilities, strategic ICT resourcing, and regular professional development activities to upskill staff. ICT integration was enacted in response to different stakeholder expectations and to sustain effectiveness and efficiency in school operations. Based on the findings of this study, a needs-based approach to ICT integration leadership is proposed. The needs stem from the curriculum, people, school functionality, and the educational context. Empirical research to test this approach is necessary to develop a better understanding of ICT integration leadership.
Academics’ experiences of university leadership in constructing their professional identities: a case of a university in Cameroon.
(2022) Folabit, Novel Lena.; Reddy, Saras.
Teaching, research, and community engagement are the three main pillars of higher education institutions, and academics construct their professional identities by translating these pillars into teaching programmes across departments, research projects, and the provision of skilled labour to the general public. However, academics' roles and responsibilities are shifting, reforming, and being reviewed, making it difficult for them to interpret these roles and responsibilities accurately, calling into question their conceptions of their own professional identities in relation to their experiences of the influence of university leadership practices on the construction of those identities. Furthermore, professional identity research indicates that there is little literature on the conceptualization of academic professional identity, and the available literature only theorises concepts related to professional identity in general rather than academic identity in higher education. This study recognises the manner in which leadership practices negatively influence academics' roles and responsibilities in higher education in the context of a Cameroon university. To understand academics' conceptions of their professional identity and to address the question of why their experiences of university leadership influences the construction of their professional identity in the way that they do, this thesis focused on a Cameroonian university as a case study. Eleven permanent academics from the research site were purposively selected. A case study design within a pragmatic paradigm, where both qualitative and quantitative methods of data generation were used to explore the three research questions that underpinned this study. Distributed leadership theory and the force field model for teacher development were used to frame and generate data through semi-structured individual interviews and focus group discussions. A survey questionnaire was used to generate quantitative data with 170 academics through simple random sampling to find out how academics’ experiences of university leadership influence the construction of their professional identity. The findings show that academics’ conceptions of their professional identity are ingrained at three levels. At the micro-level, academics conceive of their professional identities based on individual forces, which establishes three distinct approaches to conceptualising academic professional identities in higher education. The study established that academics’ professional identities are conceptualised as self-conceptions of their professional identities embedded in the relationality of self, discipline, and context. Secondly, professional identity refers to academics' personal beliefs about their profession. This is demonstrated by the distinction between individuals' personal beliefs about their field of specialisation within their professional context and others' beliefs within the same professional context. The third perspective is that professional identity is defined by the roles and responsibilities of belonging to an academic profession, which are characterised by their capacity to ensure visibility, effective teaching skills, teaching and research ethics, and the deontology of the academic profession. At the meso-level, academics conceive professional identities based on institutional forces, which establishes that university leadership's incompetency, discrimination, egocentrism, and political leanings, among other things, negatively influence the construction of their professional identities as they undertake teaching, research, and research-led community engagement as their key performance indicators. At the macro-level, academics conceive of their professional identities based on external forces, which establishes that government interference in the pedagogical activities of the study context negatively influences academics' professional identities through its appointment policy for the university leaders and external political control. The study concludes with several recommendations and the contention that a blended bottom-up-top-down leadership approach is necessary to address issues related to corruption, discrimination, inconsistent and ineffective leadership, appointment policy, funding, external interference, and a mismatch between theory and practice in university policy implementation. This will significantly contribute to the development of a sustainable higher education system in Cameroon.
The dynamics of school performance: evidence from three primary schools=Inhlukano ekwenzeni kwesikole: Ubufakazi obutholakala ezikoleni ezintathu zamabanga aphansi.
(2021) Mtshali, Enock Bhekokwakhe.; Chikoko, Vitallis.
The South African education system has instituted policies and programmes to expect schools to function better, but this does not seem to be the case when measured by school performance. School performance in South Africa is a multi-faceted phenomenon that needs to be studied and understood in-depth, hence this study on the dynamics of school performance. This is a qualitative research study positioned in the interpretivist paradigm to understand multiple realities about the dynamics of school performance as expounded by Rehman and Alharthi’s (2016) that interpretivists believe in multiple socially constructed realities. The study adopted a multiple case study approach involving three primary schools in one district of the KwaZulu- Natal province. The following questions were posed: what factors influence school performance? How do teachers and school management team members see these factors influencing school performance? How can school performance be enhanced? Research participants included the school principals, departmental heads, and teachers in each school. The data generation instruments included interviews, observations, and document reviews. Central to school performance, the major conclusions reached show that school culture was the overarching dynamic of school performance. Within school culture, the key sub-dynamics were the nature of leadership and management, the quality of teaching and learning, and school community relationships. Schools need not only rely on the policies and programmes from the Department of Education (DoE) to improve their performance. Heavy reliance on the directives by the DoE seems not to make schools accountable for their academic performance. In addition to the policies and programmes for improving school performance, schools need to develop internal school performance strategies. Iqoqa Uhlelo lwezemfundo eNingizimu Afrikha lusungule izinqubomgomo kanye nezinhlelo ezilindele ukuba izikole zisebenze kahle, kodwa lokhu akubukeki kunjalo uma kukalwa ngokwenza kwesikole. Ukwenza kwesikole eNingizimu Afrikha ukuba isenzekoningi esidinga ukucutshungulwa bese siqondwa ngendlela ejulile, njengoba lolucwaningo lubheka ukuhlukahlukana ngokwenza kwesikole. Lesi sifundo sikhethe uhlonzoningi lohlelokwenza olufaka izikole ezintathu ezisemabangeni aphansi kusifunda esisodwa esifundazweni sakwaZulu-Natali. Imibuzo elandelayo yaphonswa: ngabe iziphi izimbangela ezaba nethonya mayelana nokwenza kwesikole? Ngabe bazibuka kanjani othisha kanye namalungu omkhandlu wokuphatha kwesikole izimbangela ezithonya ukwenza kwesikole? Kungakhuthazwa kanjani ukwenza kwesikole? Ababamba iqhaza ocwaningweni kufaka uthishomkhulu, izinhloko zeminyango, kanye nothisha isikole ngasinye. Amathuluzi okusenga ulwazi afaka uhlelongxoxo, ukupha iso kanye nokubuyekeza imibhalo. Imiphumela ikhomba ukuthi isiko lesikole yilona elaba wungqoshishilizi enhlukwaneni yokwenza kwesikole. Ezibilini zesiko lesikole, okuwukhiye ngaphansana kwenhlukano kwabe kuyisimo sobuholi kanye nokuphatha, izinga lokufundisa nokufunda, kanye nobudlelwano nomphakathi ongumakhelwane nesikole. Izikole azikudingi ukuthembela kuzinqubomgomo kanye nasezinhlelweni zoMnyango wezeMfundo ukuthuthukisa ukwenza kwazo. Ukuthembela kakhulu emiyalelweni yoMnyango wezeMfundo akuzenzi izikole zikwazi ukuphumela obala ngokwenza kwazo. Uma kunezezelwa ezinqubwenimgomo nezinhlelo zokuthuthukisa ukwenza kwesikole, isikole sidinga ukukhulisa ngaphakathi amaqhinga okwenza kwesikole.
Successful leadership practices of School Management Team members: a multiple case study of selected rural secondary schools=Imisebenzi yobuholi obunempumelelo yamalungu eThimba Elilawula iSikole: Ucwaningonto oluphindekile lwezikole zasemakhaya ezikhethiwe zamabanga aphezulu .
(2022) Gogo, Desmond Monde.; Bhengu, Thamsanqa Thulani.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
The study sought to examine successful leadership practices and how these practices are locally enacted by SMT members in rural secondary schools in the O. R. Tambo Coastal District in the Eastern Cape. Moreover, the study seeks to understand how these successful leadership practices are ‘practicalised’ in different contexts and how negative environmental challenges that hinder success are mitigated thereof. Furthermore, this study seeks to understand the complexities and intricacies surrounding leadership practices in trying school contexts. The study was qualitative and interpretive in nature and employed semi-structured interviews to generate data. The study was focused on four research sites which were purposively sampled from rural secondary schools. Interpretive data analysis was used in this study which emphasised the need for the researcher to stay close to the data so as to interpret it from a position of thorough understanding of the School Management Team members’ leadership practices. This study is framed on Instructional Leadership Theory Model by Hallinger (2011) and Adaptive Leadership Theory. The study found out that leadership practices in rural secondary schools laid emphasis on school-community integration and maintained close relationship with the traditional leaders. Also, the study found that School Management Team members describe and explain successful leadership practices among other things as a way whereby the newly appointed Principals physically go to Traditional leaders as to introduce themselves as additional members to the communities where Traditional leaders are residing. Among other things, this study reveals the importance of the enhanced collaboration between the schools and various stakeholders and accountability. This study also found that, in enhancing collaboration between the school and various stakeholders, the schools among other things initiated a strategy of accounting to Traditional leaders quarterly for learner results in terms of learner academic performance. As a result, learner academic performance improved in the participating schools. Iqoqa Ucwaningo luhlose ukuhlola ukusebenza okunempumelelo kobuholi nokuthi lezi zindlelakusebenza ezisungulwe ezindaweni zasemakhaya amalungu e-SMT ezikoleni zamabanga aphezulu eSifundeni sase-OR Tambo Coastal District eMpumalanga Kapa. Ngaphezu kwalokho, ucwaningo lufuna ukuqonda ukuthi imisebenzi yobuholi obunempumelelo ‘okwenzekayo’ ezingqikithini ezehlukene nezinselelo zezendawo ezingezinhle ezinqinda impumelelo ziyabhekwa. Ngaphezu kwalokho, lolu cwaningo lufuna ukuqonda ubunkimbi nezinzulumininingo ezingena ebuholini obuzungezile ezingqikithini zesikole ezikhathazayo. Ucwaningo lunomumo wekhwalithethivu futhi lungoluchazayo lwaphinde lwasebenzisa izimposambuzo ezihlelwe-ngokungaphelele ezikoleni zamabanga aphezulu zasezindaweni zasemakhaya. Ukuhlaziya imininingo echazayo kwasetshenziswa kulolu cwaningo kwagcizelela isidingo sokuba umcwaningi asebenzise imininingo ukuze ihunyushwe ngasohlangothini lokuqonda ngokuphelele ngemisebenzi yobuholi yamalungu eThimba eliPhethe iSikole. Lolu cwaningo lusebenzise i-Instructional Leadership Theory Model ka-Hallinger (2011) kanye ne-Adaptive Leadership Theory. Ucwaningo luthole ukuthi okwenziwa ngokobuholi ezikoleni zamabanga aphezulu zasezindaweni zasemakhaya kwagcizelela ekudidiyeleni umumo wesikole somphakathi lwase luba nobudlelwane obunokusondelana nabaholi beNdabuko. Okunye, ucwaningo lwathola ukuthi amalungu eThimba eLilawula iSikole achaza izindlelakwenza zobuholi obunempumelelo phakathi kokunye njengendlela lapho oThishanhloko abasanda kuqashwa beya bona siqu kubaholi beNdabuko ukuze bazethule njengamalungu engeziwe emiphakathini lapho kuhlala khona abaholi beNdabuko. Kwezinye izinto, lolu cwaningo luveza ukubaluleka kokubambisana okuphucukile phakathi kwezikole nabanesabelo abehlukene nokuziphendulela. Lolu cwaningo lwaphinda lwathola ukuthi ukuphucula ukubambisana phakathi kwesikole nabanesabelo abehlukene, izikole phakathi kokunye zaqalisa umqondosu wokuziphendulela kubaholi beNdabuko ngemiphumela yabafundi ngokuhambisana nokusebenza komfundi ezifundweni. Ngenxa yalokho, kwaphucula ukusebenza kwabafundi ezifundweni ezikoleni ezibambe iqhaza.
Ethical leadership in South African schools: learning from the experiences and practices of selected proactive school principals.
(2021) Meyiwa, Nompumelelo Priscilla.; Chikoko, Vitallis.
South African schools need ethical leadership, given the nature and level of unethical conduct that is reported on in schools, with some school principals said to be the perpetrators. Despite the sound policies that apply to the education sector, the situation still seems to persist. This study aimed to understand selected school principals’ experiences and practices of ethical leadership in their daily lives. These school principals were reliably believed to be ethical leaders. The study involved exploring and understanding what informed their experiences and practices, how they managed dilemmas and why they behaved the way they did as well as determining what could be learnt from the participants’ experiences and practices. This study adopted a two-pronged theoretical lens, specifically Greenleaf’s (1977) servant leadership theory and Bill Grace’s (1999) 4Vs model of ethical leadership. The servant leadership theory places the emphasis on the leader serving followers before leading them. The leader does this with the aim of influencing followers to also adopt the spirit of serving others. In the 4Vs ethical leadership model, leaders develop a vision for the organization and use their voices to articulate the vision. This vision stems from their own understanding and conviction of their personal values. All of this is influenced by the will to achieve the common good, which is a virtue. The study was qualitative, situated within the interpretivist paradigm. It used the narrative inquiry research design. The participants were five school principals from township primary and secondary schools in a selected circuit of the KwaZulu-Natal province. The findings reveal that the school principals experienced ethical dilemmas that were influenced by, among others, the prevailing socio-economic conditions, political interference, especially from teacher unions, and lack of support from the Department of Basic Education and other stakeholders. Their key practices included shared decision-making, leading by example, accountability and responsibility, empathy and care. They cited having a vision and foresight, empowering followers, serving others, humility, accountability, listening to others and moral decision-making as what informed their practices. These practices were underpinned by values such as integrity, honesty, justice and fairness, empathy and care as well as respect for their practice.
Exploring the development of teacher leadership: learning from selected South African teachers and members of school management teams.
(2021) Malik, Yasmeen.; Chikoko, Vitallis.
The need for teacher leadership development has never been more urgent. The call for teacher leadership is explicitly embedded within South African educational policies, and amidst an ever-increasing educational crisis, the effective leadership of teachers is an absolute necessity. The call for effective teacher leadership has therefore never been greater. The scarcity of research on how teacher leadership develops warranted this study. Drawing from Reichard and Johnson’s (2011) leader self-development theory, Harrison and Killion’s (2007) ten roles of teacher leaders, and Greenleaf’s (2003) servant leadership theory, this study aimed to do the following: to explore how teacher leaders and school management team members understood teacher leadership work; to explore how teachers and school management team members understood and experienced teacher leadership development; and to determine what lessons could be learnt to inform thinking of how other ordinary teachers could develop into effective teacher leaders as a way forward for the implementation of teacher leadership development. The study employed a multiple case study methodology embedded within a qualitative, interpretivist approach. Multi-perspectival data was generated through semi-structured individual interviews with four effective teacher leaders and four school management team members from three secondary schools in the eThekwini region in the province of KwaZulu-Natal. The interview data was supplemented with artefacts and reflective journal entries. The data was analysed using thematic analysis. The work of the teacher leader participants was categorised into seven focal areas: reflective practitioners and evolving methodologists, school-wide and community leaders, effective teacher development agents, mentors leading by example, life and personal coaches, change agents for school improvement, and mediating bridges between teachers and management. It was found that their leadership roles developed as solutions to challenges with their learners, colleagues, schools and communities and was motivated by the teacher leaders’ positive and willing responses to developmental needs. Moreover, innate factors, such as their life experiences, personalities, learning dispositions, innate values and personal needs, served as internal stimuli that directed the teacher leaders’ behaviour and the way they led. The study revealed that if teachers are willing to use what they have to initiate and nurture their development, while looking upon contexts and situations as growth opportunities, teacher leadership development becomes a possibility, even in challenging contexts.
Transition practices of sending and receiving teachers for school readiness.
(2022) Rajiah, Saraswatee.; Naidoo, Jayaluxmi.; Tirvassen, Rada.
Reforms in the Mauritian education sector have brought major changes in its education system. The lower birth rate has decreased the enrolment at preschools and primary schools, but the increase in number of schools has led to more pressure on transitions of children for sending and receiving teachers. Early childhood education is not being given due importance. Since the Millennium Development Goals on early years’ education aim to achieve universal primary education, there is a need to ensure and promote school readiness and transition. The first research themes identified for the literature review are, “School Readiness”, “National Curriculum Frameworks and Transition Practices”, “Teacher-focused Transition Model” and “The Need for Preparing Children for Primary Schools”. The underpinning theory for the study is “Consequential Transitions Theory” of King Beach. The research gap is that a comprehensive study could not be found which suggests a mechanism enabling smooth transition of children through practices of sending and receiving teachers, and the theoretical premise gap is that there is a dearth of scholarly literature addressing the transition from preschool to primary school through consequential transition. The research problem is “What approach should be adopted to enable school readiness in children for transition from preschools to primary schools through transition practices?” and the research question is, “What should be a framework for transition practices of sending and receiving teachers for school readiness of children?”. The research objective is to formulate a framework for school readiness of children through transition practices of sending and receiving teachers. A qualitative research design has formulated a framework for school readiness of children. Through framework analysis, five themes emerged and resulted in the core concept “Transition practices from preschools to primary schools”. Data is interpreted based on each category. The findings have been summarised per research questions. A transfer scheme has been developed where observation grids have been constructed tailor-made for teachers from each setting. The study contributes to the transition from preschools to primary schools by addressing through school readiness of children.
Higher Education teachers' use of social computing in their teaching: the case of the University of KwaZulu-Natal.
(2021) Quilling, Rosemary Diane.; Hugo, Wayne.
Educational technology literature explores the reasons Higher Education (HE) teachers provide for why they use (or do not use) social computing (Web2.0) applications in their teaching. Reasons are often provided as lists of factors impacting use, rather than systemic, context-based explanations of how patterns of use or non-use have developed over time, are instantiated, and shift in specific instances. This case study, based at the University of KwaZulu-Natal (UKZN), South Africa; focuses on 18 HE teachers. The context is challenging, complex and in a state of systemic flux; providing sufficient reasons for teachers to choose not to innovate in teaching. When the study data was produced, the institution had experienced an institutional merger (eight years prior), reorganisation into a college structure (within a year) and was plagued by annual student protests related to student access. A critical realist approach was used as the underlabourer for the study. Teacher use of social computing is represented by an innovation reinforcement cycle of Commitment, Effort and Results. Mechanisms operating at each point in the cycle provide micro-points of interaction or system delays. HE teacher agency is articulated through the use of individual tactics and processes based on social capital. Processes, represented by system causal loops, illustrate the dynamics within the social teaching (and learning) arena and interactions with the institutional structures and processes. The ‘Circuits of HE Teaching Power’ framework represents the flow of power through institutional standing conditions, processes of systemic and social integration, and influences the arenas of negotiation in which actor agency operates. The circuit is completed when actor agency influences standing conditions. Underlying institutional and academic social norms are reinforced through obligatory passage points (OPPs) which seek to govern and control behaviour. Outside the institutional boundary, external forces may influence, and be influenced by, processes of both social and system integration. This theoretical framing is focused on being able to integrate an explanation of processes at both the individual and systemic levels, indicating its relevance at the operational-, tactical/management- and strategic/policy-level. This explanatory framing can also be used as a methodological device: from the individual teacher micro-scale to the institutional macro-scale, as well as at a variety of levels of abstraction, ranging from the transitive empirical and actual layers to the potentially more intransitive layer of the Real.
A study of academic and industry conceptions of professional knowledge.
(2021) Jamal., Mahomed Rafiq,; Samuel_Michael_Anthony_2021
This study explored conceptions of professional knowledge among academic and industry personnel in the field of chemical engineering. Its main purpose was to abstract from the participant narratives, industry and higher education institutions’ conceptions of the constructions of professional knowledge that are at play within and across their sites in relation to how graduates are prepared for the workplace. Construction implies a conceptual understanding of what professional knowledge is (product) as well as a conception of how this knowledge is acquired or learnt (process). In presenting their conceptions, the participants invoke their reasons why such constructions of professional knowledge exist (purpose) from their points of view. While there are striking convergences within and across the study sites, divergences abound with regard to the constructions. The study thus unveils the complexities of what, how and why these constructions prevail in the way they do. This research was located within an interpretive case study design. The sample consisted of 16 participants, eight from industry and eight from academia. A multi-method approach was employed to generate data, including semi-structured interviews with each participant. This was followed up with a virtual transect walk, a relatively new methodology drawn from agrarian studies which provided deeper insights into the phenomenon. Document analysis was also used to interrogate the genesis and development of the research sites. The participants’ understandings converged around the themes of theoretical knowledge, practice knowledge and personal knowledge, as well as on the factors that drive these conceptions, namely, competence in problem solving, the use of soft skills, professional identity and the role of work integrated learning. The many divergences within and across the sites suggest that context plays a key role in shaping conceptions. For example, the industry site that was profit driven tended to produce hierarchical and compliant knowledge workers whose conceptions tended to characterise professional knowledge as compliance and regulation. The other site within industry which was service driven produced conceptions focused on creativity and problem solving. Academic conceptions mainly focused on the importance of theoretical knowledge and while they viewed the regulatory function as pervasive and useful, they also regarded its gatekeeping function as prescriptive. Two notions of professionalism emerge from these conceptions, namely, an emancipatory and a regulatory conception. The study recommends that a relational phonetic professionalism be applied to better understand graduates’ transition to engineering professionals.
The dynamics of child vulnerability in a selected South African primary school: focus on leadership and management.
(2021) Hoosen, Lynette Denyse.; Chikoko, Vitallis.
Educators and school managers provide key insights on child vulnerability which are derived from their experiences in the school setting. A more robust understanding of the phenomenon of child vulnerability is necessary to direct school-based intervention and to achieve quality education. Bronfenbrenner’s Bio-ecological Systems’ Theory (1979), Abraham Maslow’s Theory of Human Motivation which outlines The Hierarchy of Human Needs (Maslow, 1943), and the Transformational Leadership Model (Burns, 1978) provided a lens to understand the nature and extent of child vulnerability, how it manifested in the school, why it is understood and experienced in the way that it is and what can be learnt from this. The study employed a qualitative, interpretive approach, adopting a single case-study in its methodology. Ethical principles were observed throughout the data-generation process. Trustworthiness of findings was ensured since data was generated through semi-structured, individual face-to-face interviews and two focus-group discussions. Seventeen participants comprising Level one educators, School Based Support Team and School Management Team members were included. Research was conducted in one public primary school in KwaZulu- Natal. Data was analysed and arranged thematically. Insights gained from this study reflect the complexity of the phenomenon of child vulnerability. The South African education system is undergirded by a strong legislative framework, yet fraught with systemic challenges reflecting deficiencies at multiple levels and a lack of collaboration between schools and communities. The quality of education remains poor despite improved access. Challenges that emerged were primarily attributed by educators to unfavourable circumstances within the home. Overwhelmed educators expressed frustration at the lack of support and the circumstances they face. School-based contributors to vulnerability are often overlooked yet are significant. A transformational leadership approach to achieve quality education is required to improve educator role perception and facilitate capacitation of educators to address vulnerability in the school context. Universal staff capacitation for screening, identification, assessment and support of vulnerable learners is necessary to achieve inclusive education. Close school community collaboration to confront harrowing realities inflicted by poverty and deprivation facing children is needed. Finally, this study suggested that school-community collaboration at multiple levels is imperative to address child vulnerability for any intervention to be effective, transformative and sustainable.
Immanent umthakathi: critically self-reflexive dung beetle doing: contextually appropriate education for be(com)ing better with_in the world now.
(2021) Quin, Jane Wilhelmina.; Hugo, Wayne.
‘Yearning to be bold’, carefully crossing borders of transformative, pragmatic and indigenous paradigm spaces in search of decolonised radical democratic living and learning liberation, this PhD addresses the question: How is critical education for social justice a contextually appropriate response to teacher development for a more just and equitable world? As indicated in the title, through the ‘miracle of metaphor’ this study ‘faces and embraces’ the paradox of domesticating for submission as a PhD, a thesis seeking means to productively balance the love and rage of struggling to do being in better balance within the radical presence of forever becoming living learning of liberation. The entangled whole is presented for intersubjective sensemaking through bricolage, genealogically weaving together critically self-reflexive ethnography of the Parts, defying fracture of dominant definitions. At least, that is the hopeful possibility pursued as a contributory stream. The reflexive journey produced the applied grounding methodology of the whole offering: Dung Beetle Doing, a regenerative cycle working with Seed Pearl conceptual praxis tools. Originally imagined as a ‘PhD by publication’ three Parts shape the whole. Form is maintained through a structural Beanstalk presenting the cultural production of the ‘Bean’ articles it houses. The titles and taglines of the articles hint at their intersecting contribution:  Growing Social Justice Educators: a pedagogical framework for social justice education  Not the Poor Relation: regarding in-service education development programmes as appropriate assets for our context instead of deficit models for of full contact courses  Teachers Changing Worlds: presenting self-reflective action research of in-service social justice education student teachers  A case study on RPL: reflexive practice in continuing education for Teacher Development  Copying the Dung-Beetle: classic enablers and resistors in the search for contextually appropriate teacher learning and knowledge  Harvesting the Bean Pod: PhD proposal: investigating the use of critical social justice education pedagogy as a contextually appropriate approach to teacher development in South Africa within the current global context  JAW-ly making the Book of WOMB in the way that Dung Beetles Do: Justice and Women workers critically self-reflexively document their work in social rights and reproductive health  Dung Beetle Doing: critically self-reflexive praxis for living liberation Readers are welcomed into participation through a Preamble, leading to a Homestead tour laying out the terrain within.
Transnational experiences of teacher leadership: narratives of South African expatriate teachers.Izehleko zothisha abangabaholi emazweni ngamazwe=Okuxoxwa wothisha baseNingizimu Afrika abasebenza kwamanye amazwe.
(2022) Govender, Ashkelon.; Naicker, Inbanathan.
Over the past two decades, teacher migration has become popular amongst South African teachers. South African teachers are leaving their home country to go to the Gulf Cooperation Council (GCC) country schools owing to better job opportunities and better salaries as compared to South Africa. There are six GCC countries, which South African teachers are being recruited to. Not much is known about the experiences of the South African expatriate teachers, particularly as it relates to teacher leadership. Given this, the focus of the study is to explore the lived experiences of the South African expatriate teachers in the GCC country schools. The purpose of my study is threefold. Firstly, it seeks to make visible the identities of the South African expatriate teachers. Secondly, it explores how their personal and professional lived lives shape their enactment of teacher leadership. Thirdly, it seeks to make visible the enablements and constraints within the GCC country schools influencing the actualizing of teacher leadership. The study uses the teacher identity theory, the distributed leadership theory, and the teacher leadership theory as a lens. The study is positioned within the interpretivist paradigm. Methodologically, the study used narrative inquiry. The study utilized narrative interviews, photo-elicitation, and artefact inquiry to generate field texts. Field texts were then analysed using visual mapping and by finding participants' similarities and particularities of experience. The findings revealed that the South African expatriate teachers possess multiple selves. These multiple selves influenced their teacher leadership enactments in the GCC country schools. Furthermore, organizational culture plays a vital role in the advancement of teacher leadership within the schools, and teacher agency is a driver of teacher leadership in the GCC country schools. The study concluded that the South African expatriate teachers’ multiple selves become an asset in their practices of teacher leadership. Additionally, they exercised their agency by transforming themselves from primary agents to corporate agents to advance their teacher leadership practices. The study contributed to a ground-breaking phenomenon in educational leadership research on teacher leadership and South African expatriate teachers in the GCC country schools. Iqoqa Eminyakeni engamashumi amabili edlule, ukufuduka kwabafundisayo sekube nedumela kothisha baseNingizimu Afrika. Othisha baseNingizimu Afrika bashiya izwe labo baye ezikoleni zakwamanye amazwe zeGulf Cooperation Council (GCC) ngenhloso yokuthola amathuba emisebenzi angcono kanye nemiholo engcono uma uyiqhathanisa neholwa eSouth Africa. Ayisithupha la mazwe eGCC lapho othisha baseNingizimu Afrika bebuthelwa khona. Aluluningi olwaziwayo ngokuthi basebenza kanjani kwamanye amazwe, ikakhulukazi uma kuza ngasebuholini. Ngenxa yalokhu, lolu cwaningo lwagxila ekutholeni ngempilo yomsebenzi wothisha. Eminyakeni engamashumi amabili eyedlule, ukufuduka kwabafundisayo sekube nedumela kothisha baseNingizimu Afrika. Othisha baseNingizimu Afrika bashiya izwe labo baye ezikoleni zakwamanye amazwe zeGulf Cooperation Council (GCC) ngenhloso yokuthola amathuba emisebenzi angcono kanye nemiholo engcono uma uyiqhathanisa neholwa eNingizimu Afrika. Ayisithupha la mazwe eGCC lapho othisha baseNingizimu Afrika bebuthelwa khona. Aluluningi olwaziwayo ngokuthi basebenza kanjani kwamanye amazwe, ikakhulukazi uma kuza ngasebuholini. Ngenxa yalokhu, lolu cwaningo lwagxila ekutholeni ngempilo yomsebenzi yothisha baseNingizimu Afrika abasebenza ezikoleni zamazwe eGCC. Inhloso yalolu cwaningo yayikathathu. Okokuqala, lwaluhlose ukwenza othisha abasebenza ngaphandle babonakale ukuthi bangobani. Okwesibili, lwaluhlola ukuthi impilo yabo neyomsebenzi bayiphile kanjani ukuze bakwazi nokuba ngothisha abakwazi ukuhola abanye. Okwesithathu, lwaluhlose ukugqamisa lokho okwakubasiza kanye nokwakuyizithiyo ezikoleni ezingaphansi kweGCC okwakunomthelela ebuholini babo njengothisha. Ucwaningo lwasebenzisa izinjulalwazi i-teacher identity theory, i-distributed leadership theory, kanye ne-teacher leadership theory njengezinsizakuhlaziya. Ucwaningo lwakhetha indlelakubuka yomhumusho. Ngokwezindlela zokuqhuba ucwaningo, kwakhethwa indlela elandisayo. Lwasebenzisa imposambuzo elandisayo, ukuthatha izithombe, kanye nobuciko obulondoloziwe ukuqoqa imininingo. Imininingo yahlaziywa kusetshenziswa imidwebo engamamephu kanye nokufanayo nokwahlukile ezimpilweni zababambiqhaza. Imiphumela yocwaningo yakhombisa ukuthi othisha abasebenza emazweni angaphandle banobubona obunhlobonhlobo. Lobu bubona bunomthelela ekuholeni kwabo njengothisha ezikoleni zamazwe eGCC. Ngaphezu kwalokho, kwatholakala ukuthi inqubo yangaphakathi ibamba iqhaza elikhulu ekuthuthukiseni ubuholi ngaphakathi ezikoleni, nokuthi ukusebenza ngokuzimisela kothisha yikhona okuqinisa ubuholi ezikoleni zeGCC. Lolu cwaningo luphetha ngokuthi ububona obunhlobonhlobo kothisha baseNingizimu Afrika yibona obube yifa ekusebenzeni kwabo njengabaholi. Ngaphezu kwalokho, bakwazi ukuzimisela ngokuthi bazishintshe ekubeni abazosiza kodwa bazithatha njengabantu abazosebenza enkampanini ukuze bathuthukise ikhono labo lobuholi. Lolu cwaningo lunikele ngolwazi olungandile kwezobuholi kwezemfundo ngokubheka ubuholi bothisha baseNingizimu Afrika abasebenza ezikoleni zeGCC kwamanye amazwe.

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