Leaving a sinking ship? School principals in flight, Lessons and Possible Solutions

Msila, Vuyisile

doi:10.1080/18146627.2016.1224575

Cited by 7 publications

(8 citation statements)

References 12 publications

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“…Yet, it can't be denied how challenging this duty can be (Juharyanto, 2017). Miller's (2015) research shows that principals in rural areas, due to a lack of direction before and during their duties as principals in rural areas, as well as a lack of facilities, resources, and assorted other support systems, are forced to filter policies that they think can be implemented in schools by taking into account the characteristics of the school (Juharyanto et al, 2019) Education officials, as explained by Msila (2010), "maintain a distance" rather than aid schools in improving their educational offerings. In the Indonesian context, in general, the appointment of principals in remote areas does not pay attention to competence, only based on their willingness to be appointed as school principals (Juharyanto et al, 2020); even competent teachers have no desire to be appointed as principals as these schools tend to be "difficult to manage," despite the fact that additional compensation is provided to them (Clarke & Wildy, 2011).…”

Section: Discussionmentioning

confidence: 99%

Quality Profile of Remote Areas Elementary Schools

Nugroho

Hartanto

2023

AIJP

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Not all schools understand the policies and procedures for carrying out the school functions based on SNP, among others, caused by due to the lack of understanding/inability of schools to conduct internal self-evaluations, which will provide the description of the real school quality gaps against the SNP, as well as a basis for reference in preparing the RKS and RKAS. This study aims to describe the quality profile of remote elementary schools (SD) in Kapuas Districts, Central Kalimantan Province, Indonesia. The descriptive study with a qualitative approach was conducted in 6 (six) remote areas in SD. The data sources in this study consisted of 6 (six) principals and the Kapuas Districts Education Office personnel. Through interview techniques, observation, and filling out the e-EDS instrument developed by the researchers referring to the SNP for primary and secondary education, quality data of the remote areas SD was collected; then analyzed using interactive data analysis. The results showed that all of the remote areas SD get a “red report”. This study provides additional evidence that disparity problem of primary education quality in remote areas has not been handled properly by education policy makers in Kapuas Districts and related stakeholders. We recommend to the related parties to “borrowing” policies from other countries that have succeeded to overcoming the problems of remote areas education as a means to carry out lessons learned and redesign policies in the future.

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Section: Discussionmentioning

confidence: 99%

Quality Profile of Remote Areas Elementary Schools

Nugroho

Hartanto

2023

AIJP

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“…Yet many mentors may miss preparing novice teachers one thing and that is resilience. Countless teachers who work in schools serving poor families in the townships (historically black areas) deal with situations of adversity that affect learners, their families, the school and the community [7], [8], [6] It will be a disservice to student teachers if they are not able to be resilient so as to meet the challenges in their future schools. Furthermore, not only is resilience critical among teachers but it also needs to be spread to the learners as well, especially learners exposed to negative influences in their environments.…”

Section: Student Teachers Learners and Resiliencementioning

confidence: 99%

Student Teachers, Professional Development and Effectiveness: The Role of Resilience in Enhancing the Culture of Learning and Teaching

Msila¹

2021

ujer

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Student teachers in their initial teacher training get time to visit schools and observe and put various theories into practice. Practice teaching is the beginning of the journey towards professionalism. Yet many student teachers who visit schools in South Africa witness grim realities in different schools. Several South African education experts have written about two kinds of school systems; one is schools serving the affluent families whilst the other, numerous schools serve the indigent families and children who are faced with adversity in society. This case study examines the role of teachers in engendering hope and emotional strength among learners who face hardships. Exposed to challenging conditions in their practice teaching schools, the 10 student teachers tried to develop themselves as well as the learners through the fostering of resilience. The conclusions found that facilitating resilience among learners who face adversity is one powerful remedy in creating affable school climate and invitational classrooms. Teachers who instill this in their classrooms may have a long fulfilling career as teachers who are both life-long learners and professionally matured whilst their learners overcome their personal challenges as they face classrooms with emotional stability.

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“…Although much has been done to democratise education in post-apartheid South Africa, 60% of all public schools are considered dysfunctional (Bloch, 2009; Msila, 2017; Weeks, 2012). Despite the widening of access to previously marginalised communities, the redistribution of resources to previously disadvantaged schools, the increase of state subsidies to learners through ‘no fee’ policies, and feeding schemes in schools serving severely disadvantaged communities, a two-tier public schooling system persistently remains (Maringe and Moletsane, 2015; Smith, 2011).…”

Section: Education In South African Township Environmentsmentioning

confidence: 99%

“…Although some children growing up in a context of deprivation achieve well at school, due to sound family networks, many children are acutely exposed to deficient parenting, combined with debilitating community conditions (Hick, 2016). In many instances, these deficiencies are exacerbated by poor-quality schooling because of unprofessional teacher conduct (Msila, 2017). In other cases, schools achieve success despite adverse environmental circumstances (Lumby, 2015).…”

Section: Schooling In Conditions Of Multiple Deprivationmentioning

confidence: 99%

“…Much research has been conducted on accountability for teaching and learning, as this accountability pertains to competencies required of school leaders and their teaching staff, sustainment of a culture of teaching and learning, and managing optimal learning (Bisschoff and Watts, 2013; Bush, 2013; Drysdale and Gurr, 2011; Hallinger, 2011; Robinson, 2007; Spillane, 2006). In the South African context, research is focused on the management of teaching and learning as it pertains to different school conditions, ranging from affluent to less prosperous circumstances (Bush and Heystek, 2006; Du Plessis, 2013; Kruger, 2003; Msila, 2017; Naicker et al, 2013; Van der Merwe, 2011). My article contributes to the research on managing teaching and learning in constrained circumstances, by eliciting strategies for acceptable academic outcomes in a context of multiple deprivation.…”

Section: Introductionmentioning

confidence: 99%

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Managing acceptable academic outcomes in a context of multiple deprivation: Making do in a South African township school

Merwe¹

2019

Educational Management Administration & Leadership

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This article explores the intervention strategy used by the staff and school management team of a South African township school to ensure that final-year learners exposed to an environment of multiple deprivation are adequately prepared for the year-end standardised examination. Analysis of the interview data confirms literature findings on the debilitating effect of multiple deprivation, in the form of absolute poverty, on learners’ chances of learning successfully. Research findings reveal strategies related to an intervention programme to prepare final-year learners for the year-end examination. The intervention programme, consisting of Saturday morning and school holiday morning classes and a study camp event a fortnight before the final examination commences, counteracts inhibiting home and environment conditions, to support learners holistically to achieve acceptable academic outcomes. However, the negative influence on learners’ diligence of extending their final school year over two years and the constraint on knowledge and skills attainment of a pass mark of only 30% for some subjects are adverse factors limiting the chances of social mobility for learners with multiple deprivation.

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Leaving a sinking ship? School principals in flight, Lessons and Possible Solutions

Cited by 7 publications

References 12 publications

Quality Profile of Remote Areas Elementary Schools

Quality Profile of Remote Areas Elementary Schools

Student Teachers, Professional Development and Effectiveness: The Role of Resilience in Enhancing the Culture of Learning and Teaching

Managing acceptable academic outcomes in a context of multiple deprivation: Making do in a South African township school

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