Structural Change, Leadership and School Effectiveness/Improvement: Perspectives from South Africa

Fleisch, Brahm; Christie, Pam

doi:10.1080/0159630042000178509

Cited by 22 publications

(16 citation statements)

References 12 publications

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“…Arguably, it is more likely to be tied to formal positions than to persons. There is ample research in South Africa to suggest that good management is essential for the functioning of schools (Christie, 1998(Christie, , 2001Fleisch and Christie, 2004;Roberts and Roach, 2006;Taylor, 2007). This research confirms that if schools are not competently managed, the primary task and central purpose of the school-teaching and learning-is likely to suffer.…”

Section: Leadership Management and Headship: A Hybrid Cluster Of Consupporting

confidence: 59%

Landscapes of Leadership in South African Schools: Mapping the Changes

Christie

2010

Educational Management Administration & Leadership

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This article argues that the work of school principals in South Africa is shaped by two major sets of constructs or 'landscapes': the literature on leadership and management which provides particular constructions of the field and its changes; and the terrain of new policy frameworks adopted after apartheid to transform the education system. In terms of the former, the influence of international debates may be seen in South Africa, but these are situated adaptations rather than simple reflections. In terms of the latter, the new policies are underpinned by a tangled network of regulations on governance, labour relations and performance management, which bring complexity to the task of running schools. In addition, the enormous inequalities that continue to exist between schools mean that the work of principals is very different in different contexts. The article argues that a mismatch between the ideal and the actual may impede, rather than assist, attempts to improve schools. In particular, constructions of principals' work in discourses that conflate leadership and management, that over-generalize, and that do not engage seriously with local conditions and the day-to-day experiences of principals, are likely to provide distorted depictions of principals' work. In this context, a better understanding of the landscapes of leadership is a necessary starting point for change.

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Section: Leadership Management and Headship: A Hybrid Cluster Of Consupporting

confidence: 59%

Landscapes of Leadership in South African Schools: Mapping the Changes

Christie

2010

Educational Management Administration & Leadership

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“…The regulation of time (Fleisch and Christie 2004;Gustafsson 2005;Van der Berg et al 2005); . The monitoring and support for planning and delivery in relation to curriculum coverage (Gustafsson 2005;Kanjee and Prinsloo 2005;Taylor and Prinsloo 2005;Van der Berg et al 2005); .…”

Section: South African Studies On Leadershipmentioning

confidence: 98%

Managing to learn: instructional leadership in South African secondary schools

Hoadley

Christie

Ward

2009

School Leadership & Management

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“…Akinola, 2013;Kgaile and Morrison, 2006;Kwadzo, 2010;Van der Berg, 2008), school improvement (e.g. Fleisch and Christie, 2004;Prew, 2009) and student achievement (e.g. Adeogun and Olisaemeka, 2011;Van der Westhuizen et al, 2005).…”

Section: Research Topicsmentioning

confidence: 99%

Surfacing a hidden literature

Hallinger¹

2017

Educational Management Administration & Leadership

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Scholars throughout the world are working to diversify the knowledge base in educational leadership and management (EDLM). In concert with this effort, this article reports the results of a systematic review of research on EDLM in Africa. The goals of the review were to describe trends with respect to the volume of journal publications, national sources, research designs, methods, topics, authors and citation impact. The review database was comprised of 506 journal articles published on EDLM in Africa. A conceptual framework was used to organize the review, consisting of context and personal antecedents, leadership/management, teachers and school, and school outcomes. Systematic methods were employed to identify sources and extract data from the articles. Data analysis relied on quantitative synthesis aimed at identifying trends within Africa as a region, across its composite societies, and in change over time. The review found a surprisingly large literature, 90% of which had been published since 2005. This impression of an ‘emerging literature’ was reinforced by other trends, which bore a striking resemblance to features of the American literature in the 1970s and Asia post-2000. Recommendations are made for topics and methods as well as areas where capacity development is warranted.

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Structural Change, Leadership and School Effectiveness/Improvement: Perspectives from South Africa

Cited by 22 publications

References 12 publications

Landscapes of Leadership in South African Schools: Mapping the Changes

Landscapes of Leadership in South African Schools: Mapping the Changes

Managing to learn: instructional leadership in South African secondary schools

Surfacing a hidden literature

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