Distributed leadership has been the subject of considerable educational research and discourse in... more Distributed leadership has been the subject of considerable educational research and discourse in recent years. In effective schools, principals lead in a manner that is conducive to effective teaching and learning and, in the process, sets the conditions to support and nurture collaborative teaching and learning. This can cause a huge challenge to some principals, specifically in Ethiopian secondary schools were female principals are still in large minority and often feel not empowered and competent enough to lead effectively. The main purpose of this study was to identify the major challenges faced by female principals in Ethiopian secondary schools when using a distributed approach in practising instructional leadership and to suggest possible solutions for these challenges. The study employed a qualitative research approach by using face-to-face semi-structured interviews as research instrument. The sample of the study consists of a number of five (n=5) secondary school female p...
Abstract A common thread in contemporary research on postgraduate student throughput trends in hi... more Abstract A common thread in contemporary research on postgraduate student throughput trends in higher education institutions refers to the ways in which the various stakeholders at tertiary institutions take important decisions to ensure a better completion rate (throughput) among the students. To further promote the appreciation of throughput among the students, this paper is based on an empirical study among a number of postgraduate students at the University of Ghana, reviews some trends and possible factors that might play a role in student throughput at this university. The outcomes of this study showed that student throughput at this institution had decreased over time due to, inter alia, financial difficulties; personal challenges and less opportunities for the students to get study leave from their employers. Most postgraduate students who combined studying with work were not able to devote adequate time to their studies. The paper concludes with recommendations to improve student throughput at postgraduate level.
According to the literature on school effectiveness and school improvement and the role of the sc... more According to the literature on school effectiveness and school improvement and the role of the school principal in this regard, the lack of time management skills and abilities among school principals can be regarded as one of the main factors that lead to principal inefficiency and ineffectiveness in the school context. But, how do male and female principals compare in terms of time management and how does gender influence one's decision-making skills in relation to time management? This article, based on an empirical study of the perceived differences between male and female principals' time management skills and abilities in selected South African schools, gives an indication of how both male and female principals rate themselves in terms of their own time management skills and abilities. The findings show that male principals have less effective time management skills and abilities as compared to their female counterparts.
The concepts of quality' and effectiveness' in mathematical education refer, inter alia, ... more The concepts of quality' and effectiveness' in mathematical education refer, inter alia, to factors such as learners' achievements, teaching approaches and the nature of mathematics. Quality and effectiveness in the mathematics classroom also raise issues such as the aims and goals of mathematics teachers/educators, the educational means at their disposal as well as the process of preparing mathematics teachers/educators for their future vocation. A well-known dictum may be paraphrased as theory without practice is empty, but practice without theory is Blind. Quality and effectiveness in mathematics teaching and in the training of mathematics teachers/educators depend on an appropriate combination of theory and practice. In this article the author attempts to address the following question: What constitutes quality (and hence effectiveness) in mathematics education? To answer this question, the author will first discuss the important role of the teacher/educator of mathe...
A common thread in contemporary research on school leadership is the ways and manner in which pri... more A common thread in contemporary research on school leadership is the ways and manner in which principals take important decisions. These decisions have become increasingly more complex in a system of school-based management. The concept of principals' leadership and his or her approach towards leadership becomes vital in the process. School reform initiatives that are continually taking place necessitate alternative ways of thinking with regard to our concept of educational leadership. Principals can simply no longer lead in the old and traditional ways. This article, based on a descriptive review of the literature, focuses on evolving school leadership within the changing school context. It portrays the South African school context as dynamic and characterised by interaction of external and internal factors, with the latter dominated by issues such as school based management and dysfunctional schools. Understanding this dynamic nature and the enormous challenges that emerge is ...
Abstract One of the current international trends in educational reform is the devolution of decis... more Abstract One of the current international trends in educational reform is the devolution of decision-making powers from central government to school level. This trend is related to a move towards institutional autonomy, the so-called site-based (i.e. school-based) management of institutions, which refers to the issue of self-management of the institution. School-based management is no longer an option but, rather, a reality in South African education. Legislation and policy documents all point South Africa firmly towards a school-based system of education management. The new policy framework for decentralised decision-making is also embedded in the South African Schools Act 84 of 1996. This enables each school in South Africa to renew its management in a responsible and effective way. In spite of its widespread implementation, school-based management has locally received only moderate attention in terms of stakeholder participation and the impact of stakeholder values on the school-based management process. In response to this, this article is an attempt to incorporate a strategy to conceptualise stakeholder participation in school-based management and assess the impact of stakeholder values on the school-based management process. This philosophical review of the literature on school-based management also aims at raising and answering some of the questions about stakeholder participation and stakeholder values in school-based management in South Africa, where educational reform is the norm rather than the exception.
A professional school principal is the educational leader and manager of a school, and is therefo... more A professional school principal is the educational leader and manager of a school, and is therefore responsible for the work performance of all the people in the school (i.e. both staff and learners). People are the human resources of schools. They use material resources (such as finances, information equipment, and facilities) to produce a "product", namely, the educated learner. One of the principal's jobs (the so-called principalship) is to help the school achieve a high level of performance through the utilisation of all its human and material resources. This is done through effective, and ultimately excellence in, leadership. More simply stated: a principal's job is to get things done by working with and through other people. Studies of effective and excellent principals reveal that the major reason for principals' failure is an inability to deal with people. If the people perform well, the school performs well; if the people do not perform well, the schoo...
The important role played by principals in ensuring effective management and strategic leadership... more The important role played by principals in ensuring effective management and strategic leadership in schools has long been the subject of intense debate. Crucial to this debate are the contextual development and support opportunities available to newly appointed principals. Although many such opportunities do exist, they are simply not sufficient to ensure sustainable school improvement. This article, based on a quantitative empirical study carried out in the Gauteng province of South Africa, aims to contribute to the discussion on the school principalship and the changes and improvements taking place at schools. The article concludes with empirical findings on the perceived developmental needs of newly appointed principals in Gauteng and goes on to suggest that this unique and specialised profession requires specific and appropriate preparation. The recommendations arising from the study concerning policy and practice emphasise the importance of appropriate and sustainable development and support initiatives for newly appointed school principals, not only in South Africa, but also world-wide.
During the past twenty to thirty years there have been continuous and major educational transform... more During the past twenty to thirty years there have been continuous and major educational transformation trends in educational institutions throughout the world. One of them is the shift towards greater self-management and selfgovernance in schools. This trend, evident in a number of countries (Murphy, 2002; Cuban, 2008), is related to a move towards institutional autonomy, the so-called school-based management or self-management of schools (Bush and Heystek, 2003; Botha, 2006; Marishane and Botha, 2011). The shift towards school-based management—as well as other modern school reform initiatives and political and curriculum changes that have taken place over this time—has presented enormous challenges to roleplayers at every level of the education system, with many of the effects felt by those at the school level. This article, based on a descriptive review of the literature, offers a dynamic perspective on the evolving role of creative leadership in the South African educational cont...
Abstract The concept of shared or distributed leadership becomes vital in a system of school-base... more Abstract The concept of shared or distributed leadership becomes vital in a system of school-based management. In this process classroom teachers can play an important role in improving teaching and learning through participation in distributed leadership. But what are the perceptions of classroom teachers with regards to the role of leadership distribution in school improvement? This paper reports on a qualitative study on distributed leadership undertaken in the KwaZulu-Natal province of South Africa. Ten ethnographic interviews were conducted with teachers from five effective, functional schools to establish the perceptions of classroom teachers with regard to the effectiveness of distributed leadership and its effect on school improvement in their schools. The outcomes of this study show that distributed leadership contributes to improvements in teaching and learning in effective schools. This is of importance to all school leaders as the outcomes provide guidelines on how distributed leadership can be used to improve schools globally.
Distributed leadership has been the subject of considerable educational research and discourse in... more Distributed leadership has been the subject of considerable educational research and discourse in recent years. In effective schools, principals lead in a manner that is conducive to effective teaching and learning and, in the process, sets the conditions to support and nurture collaborative teaching and learning. This can cause a huge challenge to some principals, specifically in Ethiopian secondary schools were female principals are still in large minority and often feel not empowered and competent enough to lead effectively. The main purpose of this study was to identify the major challenges faced by female principals in Ethiopian secondary schools when using a distributed approach in practising instructional leadership and to suggest possible solutions for these challenges. The study employed a qualitative research approach by using face-to-face semi-structured interviews as research instrument. The sample of the study consists of a number of five (n=5) secondary school female p...
Abstract A common thread in contemporary research on postgraduate student throughput trends in hi... more Abstract A common thread in contemporary research on postgraduate student throughput trends in higher education institutions refers to the ways in which the various stakeholders at tertiary institutions take important decisions to ensure a better completion rate (throughput) among the students. To further promote the appreciation of throughput among the students, this paper is based on an empirical study among a number of postgraduate students at the University of Ghana, reviews some trends and possible factors that might play a role in student throughput at this university. The outcomes of this study showed that student throughput at this institution had decreased over time due to, inter alia, financial difficulties; personal challenges and less opportunities for the students to get study leave from their employers. Most postgraduate students who combined studying with work were not able to devote adequate time to their studies. The paper concludes with recommendations to improve student throughput at postgraduate level.
According to the literature on school effectiveness and school improvement and the role of the sc... more According to the literature on school effectiveness and school improvement and the role of the school principal in this regard, the lack of time management skills and abilities among school principals can be regarded as one of the main factors that lead to principal inefficiency and ineffectiveness in the school context. But, how do male and female principals compare in terms of time management and how does gender influence one's decision-making skills in relation to time management? This article, based on an empirical study of the perceived differences between male and female principals' time management skills and abilities in selected South African schools, gives an indication of how both male and female principals rate themselves in terms of their own time management skills and abilities. The findings show that male principals have less effective time management skills and abilities as compared to their female counterparts.
The concepts of quality' and effectiveness' in mathematical education refer, inter alia, ... more The concepts of quality' and effectiveness' in mathematical education refer, inter alia, to factors such as learners' achievements, teaching approaches and the nature of mathematics. Quality and effectiveness in the mathematics classroom also raise issues such as the aims and goals of mathematics teachers/educators, the educational means at their disposal as well as the process of preparing mathematics teachers/educators for their future vocation. A well-known dictum may be paraphrased as theory without practice is empty, but practice without theory is Blind. Quality and effectiveness in mathematics teaching and in the training of mathematics teachers/educators depend on an appropriate combination of theory and practice. In this article the author attempts to address the following question: What constitutes quality (and hence effectiveness) in mathematics education? To answer this question, the author will first discuss the important role of the teacher/educator of mathe...
A common thread in contemporary research on school leadership is the ways and manner in which pri... more A common thread in contemporary research on school leadership is the ways and manner in which principals take important decisions. These decisions have become increasingly more complex in a system of school-based management. The concept of principals' leadership and his or her approach towards leadership becomes vital in the process. School reform initiatives that are continually taking place necessitate alternative ways of thinking with regard to our concept of educational leadership. Principals can simply no longer lead in the old and traditional ways. This article, based on a descriptive review of the literature, focuses on evolving school leadership within the changing school context. It portrays the South African school context as dynamic and characterised by interaction of external and internal factors, with the latter dominated by issues such as school based management and dysfunctional schools. Understanding this dynamic nature and the enormous challenges that emerge is ...
Abstract One of the current international trends in educational reform is the devolution of decis... more Abstract One of the current international trends in educational reform is the devolution of decision-making powers from central government to school level. This trend is related to a move towards institutional autonomy, the so-called site-based (i.e. school-based) management of institutions, which refers to the issue of self-management of the institution. School-based management is no longer an option but, rather, a reality in South African education. Legislation and policy documents all point South Africa firmly towards a school-based system of education management. The new policy framework for decentralised decision-making is also embedded in the South African Schools Act 84 of 1996. This enables each school in South Africa to renew its management in a responsible and effective way. In spite of its widespread implementation, school-based management has locally received only moderate attention in terms of stakeholder participation and the impact of stakeholder values on the school-based management process. In response to this, this article is an attempt to incorporate a strategy to conceptualise stakeholder participation in school-based management and assess the impact of stakeholder values on the school-based management process. This philosophical review of the literature on school-based management also aims at raising and answering some of the questions about stakeholder participation and stakeholder values in school-based management in South Africa, where educational reform is the norm rather than the exception.
A professional school principal is the educational leader and manager of a school, and is therefo... more A professional school principal is the educational leader and manager of a school, and is therefore responsible for the work performance of all the people in the school (i.e. both staff and learners). People are the human resources of schools. They use material resources (such as finances, information equipment, and facilities) to produce a "product", namely, the educated learner. One of the principal's jobs (the so-called principalship) is to help the school achieve a high level of performance through the utilisation of all its human and material resources. This is done through effective, and ultimately excellence in, leadership. More simply stated: a principal's job is to get things done by working with and through other people. Studies of effective and excellent principals reveal that the major reason for principals' failure is an inability to deal with people. If the people perform well, the school performs well; if the people do not perform well, the schoo...
The important role played by principals in ensuring effective management and strategic leadership... more The important role played by principals in ensuring effective management and strategic leadership in schools has long been the subject of intense debate. Crucial to this debate are the contextual development and support opportunities available to newly appointed principals. Although many such opportunities do exist, they are simply not sufficient to ensure sustainable school improvement. This article, based on a quantitative empirical study carried out in the Gauteng province of South Africa, aims to contribute to the discussion on the school principalship and the changes and improvements taking place at schools. The article concludes with empirical findings on the perceived developmental needs of newly appointed principals in Gauteng and goes on to suggest that this unique and specialised profession requires specific and appropriate preparation. The recommendations arising from the study concerning policy and practice emphasise the importance of appropriate and sustainable development and support initiatives for newly appointed school principals, not only in South Africa, but also world-wide.
During the past twenty to thirty years there have been continuous and major educational transform... more During the past twenty to thirty years there have been continuous and major educational transformation trends in educational institutions throughout the world. One of them is the shift towards greater self-management and selfgovernance in schools. This trend, evident in a number of countries (Murphy, 2002; Cuban, 2008), is related to a move towards institutional autonomy, the so-called school-based management or self-management of schools (Bush and Heystek, 2003; Botha, 2006; Marishane and Botha, 2011). The shift towards school-based management—as well as other modern school reform initiatives and political and curriculum changes that have taken place over this time—has presented enormous challenges to roleplayers at every level of the education system, with many of the effects felt by those at the school level. This article, based on a descriptive review of the literature, offers a dynamic perspective on the evolving role of creative leadership in the South African educational cont...
Abstract The concept of shared or distributed leadership becomes vital in a system of school-base... more Abstract The concept of shared or distributed leadership becomes vital in a system of school-based management. In this process classroom teachers can play an important role in improving teaching and learning through participation in distributed leadership. But what are the perceptions of classroom teachers with regards to the role of leadership distribution in school improvement? This paper reports on a qualitative study on distributed leadership undertaken in the KwaZulu-Natal province of South Africa. Ten ethnographic interviews were conducted with teachers from five effective, functional schools to establish the perceptions of classroom teachers with regard to the effectiveness of distributed leadership and its effect on school improvement in their schools. The outcomes of this study show that distributed leadership contributes to improvements in teaching and learning in effective schools. This is of importance to all school leaders as the outcomes provide guidelines on how distributed leadership can be used to improve schools globally.
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