Cultivating learner leadership: experiences of teacher liaison officers in selected secondary schools, KwaZulu-Natal.

Abstract

The purpose of the study was to explore the role of Teacher Liaison Officers (TLOs) in ensuring meaningful representation of learners in the Learner Representative Council (LRC) in schools. The study explored the perspectives of four Teacher Liaison Officers at four secondary schools in KwaZulu-Natal province. The study was located appropriately within the interpretive paradigm whose philosophy is that knowledge is socially constructed. The study adopted a case study research design and generated data through semi-structured interviews, which data was thematically analyzed. The transformational leadership theory was used as the theoretical framework of the study. The study found that, TLOs understanding of their role in LRC included (a) ensuring that the LRC was well constituted and that they held quarterly meetings with the members; (b) Supporting school electoral officers with class representatives and LRC elections (c) bridging the gap between the SMT, staff, and LRC. The study also found that, TLOs cultivated LRC learners’ leadership skills by (a) attending regular training workshops (b) giving LRCs three full terms in leadership, and (c) training them on the code of conduct. The study therefore recommends that the Department of Basic Education has an important role to play in ensuring that all the schools fully constitute LRC through the TLOs who are responsible for cultivating learner leadership. The Department of Basic Education may consider sending their officials quarterly to schools to monitor the activities of the LRC and ensure that they are actively participating in the management body of the school.