Leading teaching and learning in small schools in the context of deprivation: a qualitative study of principals’ experiences.

Abstract

Recently, studies on leadership have increasingly focused on successful leadership in deprived schools. Though there is this literature, very little is known about leading deprived small schools. Leadership in small schools is shaped by unique, context-specific challenges, particularly in areas affected by deprivation. These challenges are common in deprived contexts, but in small schools they are intensified by limited resources, lack of administrative support, increased workloads, multiple role demands and inadequate funding. As a result, leading such schools demands specific capabilities and leadership approaches. This study employed two theories as study frameworks: Leadership for learning and Contingency leadership theory. The study was carried out as a qualitative study and adopted an interpretivist paradigm. Semi-structured interviews and document reviews were used to generate data. Three research questions guided the study: (1) How the principals leading teaching and learning in small schools in deprived contexts understand leadership for teaching and learning? (2) How do principals in small schools in deprived contexts lead teaching and learning? (3) Why do principals in small schools in deprived contexts lead teaching and learning in the way they do? The findings show that principals have numerous understandings of the concept of leadership and leadership for teaching and learning. The study identified sharing leadership, leadership involving personal sacrifices and resource improvisation as the dominant leadership approaches in small schools in the deprived context. Further, the study found limited time, heavy teaching workloads for principals, insufficient educators, limited management portfolios, absence of administrative clerks and insufficient financial resources as reasons for adopting certain leadership approaches. The study concluded that the principals’ varying understanding of leadership and the leadership for learning was moderated by their personal characteristics. The context of being small and deprived schools played a significant role in influencing the type of leadership approaches adopted by principals. The study recommended: All schools, regardless of size be allocated departmental heads to focus on the leadership of curriculum management. All schools allocated administrative personnel to focus on the administrative duties. The study recommends the NNSSF policy to be reviewed and be structured to address context of small schools.