The role of indigenous leadership practices in school leadership : a case study of one Zulu community.
Loading...
Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study focuses on role of traditional leadership in school leadership. The aim is to find out
how traditional leadership practices of the Zulu community can add value to school leadership
and how such practices can be infused into schools.
South African education policies encourage participatory shared decision-making and
decentralization of authority. These policies focus on democracy and provide the enabling
framework to enable principals, the School Management Team, the School Governing Body
and the community at large to collaborate. Despite these new policies and new structures, the
schools are still faced with many challenges; some are classified as dysfunctional, there is low
teacher morale and ill-discipline is rife. The problem is whether there is a disjuncture
between the schools, communities and traditional practices.
The study was conducted within the interpretive paradigm and qualitative case study was
adopted as a research approach. A primary school within one specific community, which is
led by traditional leaders, was purposively selected for the study. Data was gathered through
semi-structured interviews with the principal, one head of department, SGB, headman and
husband and wife and a Council member. Observation was used to triangulate data obtained
through the interviews. The data gathered was transcribed, organised into themes, categories
and sub-categories. Finally, in this study, the data was analysed using content analysis.
The study was framed around the concepts of ubuntu and distributed leadership, because
leadership is viewed as shared amongst a number of leaders from both the school and
traditional leadership. The ubuntu philosophy on the other hand is underpinned by values such
as respect, kindness and humanity which are needed to tackle issues facing schools.
The study revealed that leadership was understood as a participatory activity which involved
stakeholders in decision-making. Principals have to be morally grounded and show respect so
that others can follow in their lead. The role of traditional leadership was identified as
contributing positively towards issues relating to discipline, keeping schools safe and secure.
The findings further revealed that school-community partnership fosters collaboration and can
assist in resuscitating the value of ubuntu.
Description
M. Ed. University of KwaZulu-Natal, Durban 2014.
Keywords
Educational leadership -- South Africa -- KwaZulu-Natal., School management and organization -- South Africa -- KwaZulu-Natal., Place-based education -- South Africa -- KwaZulu-Natal., Community leadership -- South Africa -- KwaZulu-Natal., Theses -- Education.