Capacity-building for educational managers in South Africa: a case study of the Mpumalanga Province

Westhuizen, Philip C. van der; Mosoge, M. J.; Vuuren, Herman J van

doi:10.1016/j.ijedudev.2004.04.007

Cited by 12 publications

(5 citation statements)

References 10 publications

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“…Subsequent research in the Gauteng province (Bush and Heystek, 2006) shows that 66 per cent of principals “have not progressed beyond their initial degree while almost one third are not graduates”. Similar findings arise from van der Westhuizen et al 's (2004) enquiry in the Mpumalanga province. “Wide‐ranging changes in the education system have rendered many serving school principals ineffective in the management of their schools.…”

Section: Preparation For New Principalssupporting

confidence: 65%

“…“Management development practices […] have tended to focus on the collection of qualifications and certificates with little attention being paid to actual ability to transfer this newly acquired knowledge to the institutions in which managers work” (p.24). Van der Westhuizen et al (2004) make a similar point in concluding their evaluation of management training in the Mpumalanga province:…”

Section: Preparation For New Principalsmentioning

confidence: 88%

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New principals in Africa: preparation, induction and practice

Bush

Oduro

2006

Journal of Educational Administration

152

117

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PurposeThis paper aims to examine the challenges facing new principals in Africa.Design/methodology/approachBased on recent research and literature, the paper analyses the experience of principals and proposes an induction model for principalship in Africa.FindingsSchool principals in Africa face a daunting challenge. They often work in poorly equipped buildings with inadequately trained staff. There is rarely any formal leadership training and principals are appointed on the basis of their teaching record rather than their leadership potential. Induction and support are usually limited.Originality/valueThe paper provides an overview of the limited literature and research on new principals in Africa and develops a grounded conceptualisation of their role.

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Section: Preparation For New Principalssupporting

confidence: 65%

Section: Preparation For New Principalsmentioning

confidence: 88%

New principals in Africa: preparation, induction and practice

Bush

Oduro

2006

Journal of Educational Administration

152

117

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“…Rather, we contend that that Africa is an increasing unit of analysis – or research site – in the research published in Anglophone journals in the field. This is not to suggest that academic research has not focused on African nations in the past, as there are numerous examples to the counter (Harber and Dadey, 1993; Kitavi and Van der Westhuizen, 1997; Van der Westhuizen et al, 2004). In order to generate some data from which to stake our claim, we analysed the table of contents for the past five years in the field’s three oldest journals: Educational Administration Quarterly (EAQ ); Journal of Educational Administration ( JEA ); and Educational Management Administration & Leadership ( EMAL ) (see Table 1).…”

Section: The Emerging African Unit Of Analysismentioning

confidence: 99%

School leadership preparation and development in Africa

Eacott¹,

Asuga²

2014

Educational Management Administration & Leadership

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When it comes to organizational performance, leaders matter. Without significant attention to the preparation and development of school leaders, government initiatives aimed at building world class education systems are unlikely to succeed. Across the Anglophone world leadership preparation and development has become a key leverage point in education policy, with many nations establishing systems of licensing, accreditation and mandatory programmes. Outside the Anglophone world and central powers of the global north, school leadership preparation and development exists in a highly contested space that balances colonial legacy, deficit thinking and an unrelenting desire to compete on a global scale, with calls for localized knowledge, values and histories. In this article we problematize this context by arguing that the ontological complicity of policy interventions – particularly those funded by the global north – is shaping African developments in a manner that is exclusive of localized knowledge and in doing so, constrains that which it sort to improve in the first place. We build our argument on two key points: first, the centrality of preparation programmes in our understanding of educational leadership, management and administration, and second, the apparent absence of interrogation of the socio-political work of constructing the research object. What we propose is a greater need to focus on the epistemological preliminaries of research, rather than just the confirmation or disconfirmation, of the researcher’s model of reality.

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“…In the context of Africa, school principals are often promoted based on their success as teachers, although many point out that success in teaching does not automatically mean success as a principal (Bush & Oduro, 2006;Van der Westhuizen et al, 2004) and that principals with no basic management skills are unable to survive the many changes (Kitavi & Van der Westhuizen, 1997).…”

Section: Training For Principals and Continuing Professional Developmentmentioning

confidence: 99%

School Management Competencies: Perceptions and Self-Efficacy Beliefs of School Principals

Bouchamma

Basque²,

Marcotte³

2014

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In several contexts, reform in the training and nomination of future school principals was based on competency profiles. In Québec, it was not until 2008 that its Ministry of Education established a profile of competencies specifically for school principals. This study proposed a questionnaire on the perceptions and self-efficacy beliefs of school principals with regard to these competencies and their associated factors. Respondents gave greater weight to the management of education services, followed by human resources, educational environment, and finally, administration. A significant difference was observed between administrative management and the teaching level and school size. The principals whose professional development activities consisted of conventions and seminars also felt a greater sense of personal efficacy on this factor compared to the principals whose professional development was done through mentoring.

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Capacity-building for educational managers in South Africa: a case study of the Mpumalanga Province

Cited by 12 publications

References 10 publications

New principals in Africa: preparation, induction and practice

New principals in Africa: preparation, induction and practice

School leadership preparation and development in Africa

School Management Competencies: Perceptions and Self-Efficacy Beliefs of School Principals

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