Empowering principals to lead and manage public schools effectively in the 21st century

Exploring Challenges in Practicing Instructional Leadership: Insights from Senior Secondary Principals

“…Thus, some principals were noted to have least time in performing their instructional leadership tasks due to their busy schedules and meeting that they have to attend which to senior principals, that they have to spend most of their time at schools to ensure on the effective implementation of any instructional programmes at schools. According to Mestry (2017) [66], the school principal is currently facing new challenge, a more complex decision and additional responsibilities than ever before. The daily duties of principals in the school are filled with various administrative and management tasks such as obtaining resources, managing student discipline, resolving conflicts with parents and dealing with unexpected teacher and student problems.…”

Teacher Absenteeism in South Africa

“…Bush et al (2011) explain that principals are not always sure of whether they are leaders or managers: they simply perform their duties as required by the schools they serve. Principals are required to provide leadership and management in all spheres of school life in order to establish and support those situations where superior teaching and learning can take place (Mestry 2017). Hence, benchmarks for functionality, let alone performance, are moot.…”

Kan die leierskorps van 'n onderpresterende Suid-Afrikaanse primêre skool ten spyte van 'n uitdagende skoolkonteks die skip van rigting laat verander? 'n Gevallestudie

“…Skole in informele nedersettings, townships en landelike gebiede staar verskeie uitdagings in die gesig, insluitend karige infrastruktuur, swak gekwalifiseerde en gedemoraliseerde onderwysers, sosioekonomiese probleme en armoede (Bush & Glover 2016:213;Mbokazi 2015:471). 'n Hele aantal Suid-Afrikaanse outeurs het reeds ondersoek ingestel na skole en skoolleierskap onder uitdagende omstandighede (Benghu & Myende 2016;Chikoko et al 2015;Mbokazi 2015;Mestry 2016;Moorosi & Bantwini 2016;Naicker, Chikoko & Mthiyane 2013;Mawdsley, Bipath & Mawdsley 2014;Naicker, Grant & Pillay 2016;Seobi & Wood 2016). Min inligting is egter beskikbaar oor hoe die leierskap van gelyksoortige skole daarin kon slaag om 'n nuwe rigting in te slaan deur hulle skool te omvorm van 'n onderpresterende na 'n hoogspresterende entiteit, onder leiding van dieselfde skoolhoof.…”