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TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS

Year 2014, Volume: 6 Issue: 2, 68 - 85, 01.12.2014

Abstract

Recent studies in South Africa suggest that the social, material and curricular
transformation espoused in post-apartheid legislation and education policies do
not always translate into implementation in schools. This article reports on a
qualitative multi case study on transformative leadership in township schools and
a follow up study in rural schools. The article is restricted to three rural and three
township secondary schools regarding the question: how do teachers perceive and
experience their role in school transformation. Semi-structured focus group
interviews and phenomenological steps were the basis for data collection and
analysis, respectively. Findings suggests that while teachers query their limited
involvement in school transformation initiatives, and question the concentration of
decision-making power regarding transformation issues on school management,
they are equally reluctant to take additional non-teaching responsibilities.
Perceived contextual barriers to teacher involvement in rural and township school
transformation are outlined.

References

  • Andrews, D., & Lewis, M. 2004. Building Sustainable Futures: Emerging
  • Understandings of the Significant Contribution of the Professional Learning Community. Improving Schools, 7(2), 129-150.
  • Brown, K. 2006a. “New” Educational Injustice in the “New” South Africa. A Call for Justice in the Form of Vertical Equity”. Journal of EducationalAdministration, 44,(5), pp.509-519.
  • Brown, K (2006b), “Leadership for Social Justice and Equity: Weaving a
  • Transformative Framework and Pedagogy”, Educational Administration Quarterly, 40(1), pp.79-110.
  • Conrad, C.F., & Serlin, R.C (2006), The SAGE Handbook for Research in
  • Education: Engaging Ideas and Enriching Enquiry. Thousand Oaks: SAGE.
  • Copland, M.A. (2003), “Leadership of Inquiry: Building and Sustaining Capacity for School Improvement”, Educational Evaluation and Policy Analysis, 25(4), pp. 375-395.
  • Chisholm, L. (2004), “The Quality of Primary Education in South Africa”. Background Paper-Prepared for UNESCO Education for All Global Monitoring Report, 13 April 2004.
  • Department of Education (2003), “Review of the Financing, Resourcing and Costs of Education in Public Schools”. Pretoria: Government Printers.
  • Department of Education (2004), “Review of School Governance in South African Public Schools”. Report of the Ministerial Review Committee. Pretoria: Department of Education.
  • Department of Education (2008), “Reviews of National Policies for Education: South Africa, Publication 18/09/2008”. OECD.
  • Duignan, P., & Bezzina, M (2006), “Distributed Leadership: The Theory and the Practice”. Paper presented at the CCEAM Annual Conference. Lefkosia, Cyprus, 12-17 October, 2006.
  • Fiske, E.B., & Ladd, H (2004), “Elusive Equity: Education Reform in Post- Apartheid South Africa”. Brookings Institute Press.
  • Elmore, R.F (2002), “Bridging the Gap Between Standards and Achievement”. Cambridge, MA: Albert Shanker Institute.
  • Emerging Voices (2005), “A Report on Education in South African Rural Communities”. Cape Town. HSRC Press.
  • Giorgi, A (2009), “The Descriptive Phenomenological Approach in Psychology: A Modified Husserlian Approach”. Pittsburgh, PA: Duquesne University Press.
  • Giorgi, A (1995), “Saybrook Institute Course Guide: Introduction to the Theory and Practice of the Descriptive Phenomenological Method”. San Francisco: Saybrook Institute.
  • Grant, C (2006), “Emerging Voices on Teacher Leadership”. Educational Management, Administration and Leadership, 34, pp. 551-532.
  • Grobler, B., Bischoff, T., & Beeka, A (2012), “Changing Perceptions of Teachers Regarding the Importance and Competence of their Principals as leaders”. South African Journal of Education, 32(1), pp. 40-45.
  • Harris, A., & Spillane, J.P (2008), “Distributed Leadership Through the Looking Glass”. Management in Education, 22(1), pp. 31-34.
  • Jansen, J (2013), “Our matric Results and Schooling: Two Ways of Doing the Maths. Sunday Times Review, 2013, January 06.
  • Karlsson, J (2005), “Transformation in the School Environment – An Analysis of Photographs from One Rural Secondary School”. Johannesburg: CEPD.
  • Karlsson, J (2002), “The Role of Democratic Governing Bodies in South African Schools”. Comparative Education, 22, pp. 326-331.
  • Kayrooz, C. & Flemming, M.J (2008), “Distributed Leadership: Leadership in Context”. Paper Presented at the UNESCO-APEID International Conference: Quality Innovations for Teaching and Learning. 08-08 December, 2008. Bangkok, Thailand.
  • Kivedo, C (2006), “A Psycho-Educational Investigation into the State of Multicultural Education and the Design of a Multicultural Framework for Northen Cape Schools”. Unpublished PhD Thesis. Bloemfontein: University of the Free State.
  • Lemmer, E.M., Meier, C., & van Wyk, N (2006), “Multicultural Education: An Educator’s Manual”. Pretoria: Van Schaik Publishers.
  • Mafora, P (2012), “Shared Decision Making in School Governance: A Case Study of Two Soweto Secondary Schools”. The International Journal of Learning, 18 (6), pp. 97-107.
  • McMillan, J.H., & Schumacher, S.S (2006), “Research in Education: Evidence- based Inquiry”, (6th ed.). Boston: Pearson.
  • Mokonyane, N (2011), Address by the Premier, at the Soweto Education Summit, 09 April 2011, Johannesburg. http://www.polity.org.za/article/gp- mokonyane [Accessed 3.3. 2013].
  • Moloi, K.C (2010), “How Can Schools Build Learning Organisations in Difficult Education Context?” South African Journal of Education, 30, pp. 621-633.
  • Motala, S (2011), “The Great Classroom Debate”. The Star, 2011, December 13.
  • Moyo, G (2005), “Change Agents in the South African Schooling System: Challenges and Prospects”. Johannesburg: CEPD.
  • Ngcobo, T. & Tikly, L (2008), “Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa”. Paper presented to the CCEAM Conference, Think Globally Act Locally: A Challenge to Education Leaders. 8–12 September 2008, ICC Durban.
  • Pendelbury, S., & Enslin, P (2004), “Social Justice and Inclusion in Education and Politics: The South African Case”. Journal of Education, 34, pp. 31-50.
  • Polit, D.F., & Beck, C.T (2008), “Nursing Research: Generating and Assessing Evidence for Nursing Practice”, (8th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Republic of South Africa. (1996a). “South African Schools Act No. 84, 1996”. Pretoria. Government Printers.
  • Republic of South Africa. (1996b), “National Education Policy Act No. 27, 1996”. Pretoria: Government Printers.
  • Saunders, M., Lewis, P., & Thornhill, A (2000), “Research for Business Students, (2nd ed)”. Essex: Pearson Education Limited.
  • Silins, H., & Mulford, B (2002). Schools as Learning Organisations: The Case for System, Teacher and Student Learning. Journal of Educational Administration, 40(5), pp. 425-446.
  • Soudien, C (2007), The “A” factor: Coming to Terms with the Question of Legacy in South African Education. The International Journal of Educational Development, 27, pp. 182-193.
  • Spillane, J.P (2005a), “Distributed Leadership”. The Educational Forum, 69(2), pp.143-150.
  • Spillane, J.P (2005b), “Primary school leadership practice: how the subject matters”. School Leadership and Management, 25(4), pp. 383-397.
  • Timperley, H (2005), “Distributed Leadership: Developing Theory from Practice”. Journal of Curriculum Studies, 37(4), pp. 395-420.
  • Van der Berg, S (2008), “How Effective are Poor Schools? Poverty and Educational Outcomes in South Africa”. CeGE Discussion Paper, No. 69
  • http://hdl.handle.net/10419/32027 [Accessed 1.9.2013].
  • Wright, L.L (2008), “Merits and Limitations of Leadership: Experiences and Understandings of school principals”. Canadian Journal of Educational Administration and Policy, Issue 69, February 7, 2008.
Year 2014, Volume: 6 Issue: 2, 68 - 85, 01.12.2014

Abstract

References

  • Andrews, D., & Lewis, M. 2004. Building Sustainable Futures: Emerging
  • Understandings of the Significant Contribution of the Professional Learning Community. Improving Schools, 7(2), 129-150.
  • Brown, K. 2006a. “New” Educational Injustice in the “New” South Africa. A Call for Justice in the Form of Vertical Equity”. Journal of EducationalAdministration, 44,(5), pp.509-519.
  • Brown, K (2006b), “Leadership for Social Justice and Equity: Weaving a
  • Transformative Framework and Pedagogy”, Educational Administration Quarterly, 40(1), pp.79-110.
  • Conrad, C.F., & Serlin, R.C (2006), The SAGE Handbook for Research in
  • Education: Engaging Ideas and Enriching Enquiry. Thousand Oaks: SAGE.
  • Copland, M.A. (2003), “Leadership of Inquiry: Building and Sustaining Capacity for School Improvement”, Educational Evaluation and Policy Analysis, 25(4), pp. 375-395.
  • Chisholm, L. (2004), “The Quality of Primary Education in South Africa”. Background Paper-Prepared for UNESCO Education for All Global Monitoring Report, 13 April 2004.
  • Department of Education (2003), “Review of the Financing, Resourcing and Costs of Education in Public Schools”. Pretoria: Government Printers.
  • Department of Education (2004), “Review of School Governance in South African Public Schools”. Report of the Ministerial Review Committee. Pretoria: Department of Education.
  • Department of Education (2008), “Reviews of National Policies for Education: South Africa, Publication 18/09/2008”. OECD.
  • Duignan, P., & Bezzina, M (2006), “Distributed Leadership: The Theory and the Practice”. Paper presented at the CCEAM Annual Conference. Lefkosia, Cyprus, 12-17 October, 2006.
  • Fiske, E.B., & Ladd, H (2004), “Elusive Equity: Education Reform in Post- Apartheid South Africa”. Brookings Institute Press.
  • Elmore, R.F (2002), “Bridging the Gap Between Standards and Achievement”. Cambridge, MA: Albert Shanker Institute.
  • Emerging Voices (2005), “A Report on Education in South African Rural Communities”. Cape Town. HSRC Press.
  • Giorgi, A (2009), “The Descriptive Phenomenological Approach in Psychology: A Modified Husserlian Approach”. Pittsburgh, PA: Duquesne University Press.
  • Giorgi, A (1995), “Saybrook Institute Course Guide: Introduction to the Theory and Practice of the Descriptive Phenomenological Method”. San Francisco: Saybrook Institute.
  • Grant, C (2006), “Emerging Voices on Teacher Leadership”. Educational Management, Administration and Leadership, 34, pp. 551-532.
  • Grobler, B., Bischoff, T., & Beeka, A (2012), “Changing Perceptions of Teachers Regarding the Importance and Competence of their Principals as leaders”. South African Journal of Education, 32(1), pp. 40-45.
  • Harris, A., & Spillane, J.P (2008), “Distributed Leadership Through the Looking Glass”. Management in Education, 22(1), pp. 31-34.
  • Jansen, J (2013), “Our matric Results and Schooling: Two Ways of Doing the Maths. Sunday Times Review, 2013, January 06.
  • Karlsson, J (2005), “Transformation in the School Environment – An Analysis of Photographs from One Rural Secondary School”. Johannesburg: CEPD.
  • Karlsson, J (2002), “The Role of Democratic Governing Bodies in South African Schools”. Comparative Education, 22, pp. 326-331.
  • Kayrooz, C. & Flemming, M.J (2008), “Distributed Leadership: Leadership in Context”. Paper Presented at the UNESCO-APEID International Conference: Quality Innovations for Teaching and Learning. 08-08 December, 2008. Bangkok, Thailand.
  • Kivedo, C (2006), “A Psycho-Educational Investigation into the State of Multicultural Education and the Design of a Multicultural Framework for Northen Cape Schools”. Unpublished PhD Thesis. Bloemfontein: University of the Free State.
  • Lemmer, E.M., Meier, C., & van Wyk, N (2006), “Multicultural Education: An Educator’s Manual”. Pretoria: Van Schaik Publishers.
  • Mafora, P (2012), “Shared Decision Making in School Governance: A Case Study of Two Soweto Secondary Schools”. The International Journal of Learning, 18 (6), pp. 97-107.
  • McMillan, J.H., & Schumacher, S.S (2006), “Research in Education: Evidence- based Inquiry”, (6th ed.). Boston: Pearson.
  • Mokonyane, N (2011), Address by the Premier, at the Soweto Education Summit, 09 April 2011, Johannesburg. http://www.polity.org.za/article/gp- mokonyane [Accessed 3.3. 2013].
  • Moloi, K.C (2010), “How Can Schools Build Learning Organisations in Difficult Education Context?” South African Journal of Education, 30, pp. 621-633.
  • Motala, S (2011), “The Great Classroom Debate”. The Star, 2011, December 13.
  • Moyo, G (2005), “Change Agents in the South African Schooling System: Challenges and Prospects”. Johannesburg: CEPD.
  • Ngcobo, T. & Tikly, L (2008), “Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa”. Paper presented to the CCEAM Conference, Think Globally Act Locally: A Challenge to Education Leaders. 8–12 September 2008, ICC Durban.
  • Pendelbury, S., & Enslin, P (2004), “Social Justice and Inclusion in Education and Politics: The South African Case”. Journal of Education, 34, pp. 31-50.
  • Polit, D.F., & Beck, C.T (2008), “Nursing Research: Generating and Assessing Evidence for Nursing Practice”, (8th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Republic of South Africa. (1996a). “South African Schools Act No. 84, 1996”. Pretoria. Government Printers.
  • Republic of South Africa. (1996b), “National Education Policy Act No. 27, 1996”. Pretoria: Government Printers.
  • Saunders, M., Lewis, P., & Thornhill, A (2000), “Research for Business Students, (2nd ed)”. Essex: Pearson Education Limited.
  • Silins, H., & Mulford, B (2002). Schools as Learning Organisations: The Case for System, Teacher and Student Learning. Journal of Educational Administration, 40(5), pp. 425-446.
  • Soudien, C (2007), The “A” factor: Coming to Terms with the Question of Legacy in South African Education. The International Journal of Educational Development, 27, pp. 182-193.
  • Spillane, J.P (2005a), “Distributed Leadership”. The Educational Forum, 69(2), pp.143-150.
  • Spillane, J.P (2005b), “Primary school leadership practice: how the subject matters”. School Leadership and Management, 25(4), pp. 383-397.
  • Timperley, H (2005), “Distributed Leadership: Developing Theory from Practice”. Journal of Curriculum Studies, 37(4), pp. 395-420.
  • Van der Berg, S (2008), “How Effective are Poor Schools? Poverty and Educational Outcomes in South Africa”. CeGE Discussion Paper, No. 69
  • http://hdl.handle.net/10419/32027 [Accessed 1.9.2013].
  • Wright, L.L (2008), “Merits and Limitations of Leadership: Experiences and Understandings of school principals”. Canadian Journal of Educational Administration and Policy, Issue 69, February 7, 2008.
There are 47 citations in total.

Details

Other ID JA72RU79NE
Journal Section Articles
Authors

Patrick Mafora This is me

Publication Date December 1, 2014
Published in Issue Year 2014 Volume: 6 Issue: 2

Cite

APA Mafora, P. (2014). TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS. International Journal of Economics and Finance Studies, 6(2), 68-85.
AMA Mafora P. TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS. IJEFS. December 2014;6(2):68-85.
Chicago Mafora, Patrick. “TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS”. International Journal of Economics and Finance Studies 6, no. 2 (December 2014): 68-85.
EndNote Mafora P (December 1, 2014) TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS. International Journal of Economics and Finance Studies 6 2 68–85.
IEEE P. Mafora, “TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS”, IJEFS, vol. 6, no. 2, pp. 68–85, 2014.
ISNAD Mafora, Patrick. “TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS”. International Journal of Economics and Finance Studies 6/2 (December 2014), 68-85.
JAMA Mafora P. TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS. IJEFS. 2014;6:68–85.
MLA Mafora, Patrick. “TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS”. International Journal of Economics and Finance Studies, vol. 6, no. 2, 2014, pp. 68-85.
Vancouver Mafora P. TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS. IJEFS. 2014;6(2):68-85.