Leading teaching and learning in a rural technical and vocational education and training college: narratives of five campus management team members.

Abstract

Leadership in education is inherently complex, and this complexity is heightened for leaders operating in rural contexts. Modern educational institutions demand the juggling of multiple responsibilities alongside high levels of accountability. This challenge is particularly pronounced in Technical and Vocational Education and Training (TVET) colleges, where campus management teams (CMTs) are tasked with navigating the intricate demands of managing and leading campuses. Often, these teams operate with limited leadership experience and formal training. These challenges are further compounded when CMT members are responsible for leading TVET colleges situated in rural areas, where resource constraints and unique community dynamics add additional layers of complexity to their roles. This study explored CMT members’ lived experiences of leading teaching and learning in a rural TVET context through the theoretical lens of Hallinger’s Leadership for Learning model. It aimed to understand how CMT members lead in this setting, how they enact leadership, and the factors that enable or constrain them. The study also examined the influence of rurality on their leadership practices. Five CMT members from a rural TVET college in KwaZulu-Natal were selected purposively. Using narrative inquiry, which leverages storytelling to capture the complexity of human experience, collage inquiry was used for data generation to enrich the understanding of their lived realities. The thematic analysis revealed seventeen themes, highlighting the complex and multifaceted nature of leadership among CMT members in rural TVET contexts. The findings show that CMT members employ a blend of managerial and leadership approaches, including planning, communication, teamwork, and collaboration, to lead teaching and learning effectively. Despite these efforts, CMT members face significant challenges, many of which are systemic and beyond their immediate control. However, the study also identified enabling factors, such as the personal fulfilment derived from witnessing the positive outcomes of their efforts. Furthermore, the rural context plays a pivotal role in shaping leadership practices. CMT members navigate various contextual challenges, such as limited resources, by leveraging their contextual literacy – a deep understanding of their unique environment. This contextual literacy enhances their awareness and informs their leadership strategies, enabling them to adapt and respond effectively to the complexities of leading a rural campus.