Leadership for learning : a case study of three secondary schools in the Umlazi district of KwaZulu-Natal.

Abstract

The role played by the SMT members as leaders in South African schools is crucial due to the indirect impact on learner and school achievement. In this study I explored the following: How SMTs are operationalizing leadership for learning in their schools; Why the SMTs operationalise leadership for learning in particular ways and how SMTs are supported in their leadership for learning by school stakeholders. This study is underpinned by leadership for learning theory and instructional leadership theory.This study was located within the interpretivist paradigm and a qualitative research design was employed. The sample of the study was purposive and comprised one principal, one deputy principal and one HOD from each of the three secondary schools. Data was generated using semi-structured interviews and observations. Various findings emerged from the study. In this study, it was found that the SMTs should work collaboratively as teams, because they have a tremendous role to oversee the implementation of the school policies and also to involve all the stakeholders in order to enhance effective teaching and learning in the school. The reason for the SMTs to practising leadership for learning was also clearly stated, which is to holistically improve both learner and school outcomes. Lastly, how the stakeholders such as teachers, SGBs, RCLs, DoE officials, and business support the SMTs was crucial to school success.