Perceptions of Foundation Phase Teachers on Principals as Literacy Leaders in Selected Primary Schools

Plaatjies, Bernadictus

doi:10.26803/ijlter.19.7.1

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…On the basis of reading a large number of documents, this paper preliminarily collated and summarized the application of AR technology in China's education and analyzed the feasibility of combining AR technology with literacy teaching. On this basis, the design process of literacy teaching supported by AR technology can be discussed [13].…”

Section: Exploration Methodsmentioning

confidence: 99%

“…AR technology is used to establish a situational teaching environment, which allows students to learn by hand, brain, and mouth, so that teachers can not only teach them to read and write but also teach them how to understand its meaning. Students can gradually understand and master the composition rules of Chinese characters through observation, independent inquiry, cooperative learning, independent learning, and learning to read by themselves according to this rule [9].…”

Section: Supporting Situational Learning In Multiple Interactivementioning

confidence: 99%

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Application of Augmented Reality Technology in the Teaching of Literacy at Low Learning Stage

2023

Advances in Multimedia

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In primary school Chinese education, literacy is a very important work. Literacy is an important part of primary school Chinese and also an important part of primary school Chinese. At present, literacy education is increasingly valued by teachers. However, there are still many problems to be solved in China’s literacy education. In traditional education and teaching, teachers should let students recite a large number of concepts, formulas, and rules in order to improve students’ learning effect. However, due to the lack of practical support, this has become a major obstacle in education and teaching. Therefore, the main purpose of this paper is to use augmented reality (AR) technology to explore the literacy teaching of junior students. From the result of the test of students’ literacy teaching, it can be seen that the number of people who scored 81–100 points in the experimental class and the control class before the experiment was 9 and 4, respectively. After the experiment, the number of people who scored 81–100 points in the experimental class and the control board was 15 and 7, respectively. Therefore, it is very necessary to use AR technology to carry out applied research on literacy teaching at the low learning stage.

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Section: Exploration Methodsmentioning

confidence: 99%

Section: Supporting Situational Learning In Multiple Interactivementioning

confidence: 99%

Application of Augmented Reality Technology in the Teaching of Literacy at Low Learning Stage

2023

Advances in Multimedia

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“…According to Stavrou and Kafa (2024), leadership style involves all sets of practices, attitudes and actions applied by school leaders to influence the behaviour of teachers or and learners. The principal’s main responsibility is to enhance the school’s teaching and learning activities, namely the instructional leadership role (Plaatjies, 2019). In this sense, Shaked (2023) posits that school principal’s instructional leadership is often linked with higher learner achievement, increased teacher satisfaction and improved school climate through setting clear goals and ensuring teachers accomplish them.…”

Section: Theoretical Grounding and Literature Reviewmentioning

confidence: 99%

Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools

Ndwandwe

2024

IJEM

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PurposeThis research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.Design/methodology/approachThis study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.FindingsFindings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.Research limitations/implicationsFirst, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.Originality/valueStudies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

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“…This was supported by Bhujel [4] his study backs up more than thirty years of research showing how crucial school leadership is to raising teacher effectiveness and setting the direction of the school's curriculum. Further, Plaatjies, [32] in his study encourages principals to participate in topic-specific professional development to improve their comprehension of data-driven decision-making and tackle challenging areas in literacy instruction and learning. Moreover, Plaatjies [33] principals contend that their responsibilities include supervising and assessing teaching methods, monitoring and assessing student progress, and establishing high standards for student accomplishment.…”

Section: Improved Literacy Level Of Learnersmentioning

confidence: 99%

A Multiple Case Study on the Resilient Leadership in Integrated Schools: School Heads’ Perspective in Focus

Pangandoyon,

Lupina,

Mandin

et al. 2024

AJESS

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Navigating the ever-changing difficulties in the educational world requires resilient leadership from school heads. This study employed a qualitative multiple case study, having three (3) distinct cases aimed to explore the perspectives of the school heads on resilient leadership in integrated schools of Division of Davao del Norte and Division of Tagum City. There were three (3) participants and six (6) informants underwent in-depth interviews. Participants were chosen through a purposive sampling technique. Each data was analyzed through thematic analysis and cross-case analysis. Case 1’s unique characteristics were being open to diversity and collaboration, being a trusted character, and having a parental perspective. Participant experiences improved the literacy level of learners and empowered teachers toward career advancement. In times of challenges, the coping mechanism was being resourceful, ensuring a safe learning environment, and good conflict management skills. The policy recommendations were the integration of resilient leadership, adherence to the policies, and having a framework of resiliency. Case 2’s unique characteristics were being open to diversity and collaboration and being an equipped and well-versed leader. Experiences were to improve the literacy level of learners and the teacher’s punctuality. The coping mechanisms were cultivating calmness and good conflict management skills. The policy recommendations were learning in action, adherence to the policies, and having a framework of resiliency. Further, Case 3’s unique characteristics were the following: good listener, trusted character, and a great provider. The experiences were the establishment of the SHS-STEM curriculum, the conversion of elementary to integrated schools, and collaboration and partnerships. The coping mechanisms were resourcefulness and good conflict management skills while the policy recommendations were innovation-driven and adherence to policies. Moreover, cross-case analysis shows each case about distinct characteristics and commonalities such as openness to diversity and trusted character. Each case has distinct experiences, the only common was having improved literacy level of learners. Their coping mechanism was good conflict management skills and being resourceful. Their policy recommendations were adherence to policies and having a framework for resiliency. This implies that resilient leadership in handling integrated schools was significant for the school heads in how they manage and lead the school despite the challenges and circumstances in their workplace. Teachers and learners benefit from the type of leadership styles that the school heads advocate. A sequential mixed method or other methodology may be employed and investigated in the future.

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Perceptions of Foundation Phase Teachers on Principals as Literacy Leaders in Selected Primary Schools

Cited by 3 publications

References 15 publications

Application of Augmented Reality Technology in the Teaching of Literacy at Low Learning Stage

Application of Augmented Reality Technology in the Teaching of Literacy at Low Learning Stage

Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools

A Multiple Case Study on the Resilient Leadership in Integrated Schools: School Heads’ Perspective in Focus

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