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

Patrick Mafora

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.

Keywords

distributed leadership, transformation, teachers, South Africa

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