A critical examination of the recruitment processes of the South African principals from Rawls perspective: A conceptual argument

Abstract

School leadership plays a fundamental role in promoting educational outcomes. The success of every school rests squarely on the shoulders of its leader, namely the principal. The main objectives of this study were firstly to examine the allegations surrounding the recruitment processes of principals in South African schools, particularly the selling of posts, further, this study also explored the different functions of role players in these processes and finally, the challenges faced in the recruitment and appointment of principals processes. Using the final report the department of Basic Education (DBE) of 2016 on the investigation of the selling of posts, chapter two of the South African Bill of Rights on equality and fairness and drawing from Rawls theory of social justice as a conceptual tool and the researchers' personal experience as a teacher and a participant over a number of years in these recruitment processes, it can be argued that the processes of recruiting school principals in the South African education system are in direct violation of the principles of fair equality of opportunity, procedural justice, and the Bill of Rights and subsequently promote unfair and unjust practices. This conclusion is demonstrated by the findings that indicated that there is evidence suggesting that posts ABOUT THE AUTHOR

Perceived Faults that Exist in Laws Governing the Appointment of School Principals in South African Schools

“…The under-reporting can be attributed to the fact that the seller and the buyer of the post operate in high secrecy and in some instances with intimidation… ". In support of Khumalo (2021), Zengele (2019) also cites instances where some South African Democratic Teachers' Union (SADTU) officials have even sold management positions. Zengele (2019:1) insists that "when government education agencies do not heed the warnings of researchers, they not only fail to plan, but they end up planning to fail.…”

Revisiting Robert Axelrod: Cooperation, School Management and Teacher Unions

“…Now, new debates have surfaced, showing how unions have taken over this traditional role of principals, as people now argue that unions are the bullies in schools (Mahlangu, 2013;Sibiya, 2017). Ramokgotswa's (2015) and Khumalo's (2021) findings indicate how unions tend to bully other members, including the principal, in the selection of teachers for appointments. Research shows that crises in schools, especially in historically black schools in the townships, are blamed upon SADTU (Liwane, 2017;Sibiya, 2017;Khumalo, 2021).…”

“…Ramokgotswa's (2015) and Khumalo's (2021) findings indicate how unions tend to bully other members, including the principal, in the selection of teachers for appointments. Research shows that crises in schools, especially in historically black schools in the townships, are blamed upon SADTU (Liwane, 2017;Sibiya, 2017;Khumalo, 2021). Furthermore, this union has been criticized for handpicking their members for management positions.…”

“…Furthermore, this union has been criticized for handpicking their members for management positions. As a result, many teacher union members tend to be more loyal to their union than to the improvement of education, because they know that their unions are more likely to reward them (Pattillo, 2012;Sibiya, 2017;Liwane, 2017;Khumalo, 2021). Even strong school managers need the support of the other roleplayers for school success or effectiveness.…”