Effective Leadership, School Culture and School Effectiveness: A Case Study of Two ‘Sister’ Schools in Umlazi Township

Bhengu, Thamsanqa Thulani; Mthembu, Themba Thulani.

doi:10.1080/09718923.2014.11893235

Cited by 14 publications

(12 citation statements)

References 14 publications

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“…One study found out that the reason of why two "sister" schools were so different in terms of learner achievement, was that the two principals employed two dramatically different leadership approaches. Furthermore, those two different leadership approaches shapes and maintains distinct school cultures (Bhengu & Mthembu, 2014). Finally, a study on elementary schools showed that principals could indirectly affect school effectiveness by influencing the school's culture (Hallinger, Bickman & Davis, 1996).…”

Section: School Culture and School Effectivenessmentioning

confidence: 99%

“…The quality of the education provided in schools is normally evaluated based on measures of school performance and school effectiveness. Improving school effectiveness, a fundamental aim for school teachers, leaders, and societies, could be affected by a number of factors, for instance school culture (Badri, et al, 2014;Bhengu & Mthembu, 2014;Scheerens, Witziers & Steen, 2013;Vadi, 2007) and teachers' job satisfaction (Hosseinkhanzadeh, Hosseinkhanzadeh & Yeganeh, 2013;Michaelowa, 2002;Somech, Drach-Zahavy & Anat, 2000;Treputtharat & Tayiam, 2014), among others.…”

Section: Introductionmentioning

confidence: 99%

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School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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Abstract. This study has investigated the relationship among school culture, teachers' job satisfaction, and school effectiveness. It also explored the mediating effect of teachers' job satisfaction on school culture and school effectiveness. Participants of the study include1, 297 teachers from 6 lower secondary and upper secondary schools in Beijing, China. Quantitative methods were used for data generation, consisting of 3 questionnaire-based surveys to measure, separately, school culture, school effectiveness, and job satisfaction from the teachers' perspective. The results indicated positively significant relationships among school culture, teachers' job satisfaction, and school effectiveness and that teachers' job satisfaction partially mediated the impact of school culture on school effectiveness. In light of these results, limitations and directions for future research are provided, as well as implications for education.

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Section: School Culture and School Effectivenessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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“…Ultimately, when there is a strong positive culture, the students are benefitted since staff enjoy working collaboratively to improve the quality of education. It has been shown that effective schools are led by school leaders who create positive school cultures that promote an effective teaching and learning climate (Bhengu & Mthembu, 2014). When people in an organization work together, share common values and traditions, it impacts how they work together, in other words, the quality of school culture directly effects how teachers and administrators work in providing students with learning opportunities (Pearson, 2015).…”

Section: School Culture and School Effectivenessmentioning

confidence: 99%

“…The school culture can provide the best environment for the teaching and learning programs and connect the staff with the school (Dogan, 2017). The school culture is one of the factors which can impact school effectiveness (Bhengu & Mthembu, 2014;Duan, Du, & Yu, 2018). In fact, it is considered to be one of the prerequisites of an effective school.…”

Section: Introductionmentioning

confidence: 99%

Impact of School Culture on School Effectiveness in Government Schools in Maldives

Ismail

Khatibi

Azam

2022

Participatory Educational Research

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School culture is considered to be a system of meanings that influence every aspect of the school including school effectiveness. The aim of this study is to examine the impact of school culture on school effectiveness in government schools in Maldives. A quantitative approach using a survey design was adopted for the study. In order to achieve the research objective, a sample of 359 teachers was selected from government schools in the capital city, Malé through stratified random sampling. In the study, data were collected with scales related to two different variables, school culture and school effectiveness. Descriptive and inferential statistics were used to analyse the data using SPSS-25 and AMOS-25. The study revealed that the level of school culture and school effectiveness were high in Maldivian schools. According to the results, school culture had a significant influence on school effectiveness. The findings suggest that a positive and collaborative school culture enhances school effectiveness. In addition, it reflects the importance of creating a positive and collaborative school culture that empowers all school members to work towards common goals, which improves the effectiveness of the school. The findings confirm the current proposition that a positive school culture is instrumental in achieving school effectiveness, adding clarity to the understanding of school culture as a critical component of an effective school

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“…There are various conceptions of instructional leadership as alluded above. Nonetheless, there is convergence among many scholars about its role in supporting effective teaching and learning (Grobler and Conley, 2013;Naicker et al, 2013;Bhengu and Mthembu, 2014). These scholars agree that instructional leadership focuses on teaching and learning and on the behaviour of teachers in working with learners in order to achieve improved academic outcomes.…”

Section: Instructional Leadershipmentioning

confidence: 99%

Empowerment of the school management team by secondary schools principals in Tshwane West District, South Africa

Mosoge¹,

Mataboge²

2021

Educ. Res. Rev.

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The South African education scene is characterised by principals who come from the apartheid era where they manage the school alone in an authoritarian manner. Old approaches to school management have changed because the society has also changed. There is a shift from top-down style of leadership to shared or distributed leadership which requires the empowerment of those in managerial positions in schools. The principal is expected to manage the school together with significant stakeholders. In this study attention was focused on the extent to which principals perform the duties of instructional leadership and how they empower the School Management Team (SMT) to execute instructional leadership. Additionally, the study aimed at finding out impediments that principals experience in the course of empowering the School Management team. The study used a quantitative method involving the use of a questionnaire. The study population consisted of 90 principals and deputy principals and 165 heads of department in Tshwane-West District. Data analysis consisted of descriptive and inferential statistics. The greatest challenge is the administrative workload experienced by principals. The study also found that rural principals perform the duties of instructional leadership more than the urban principals. Principals perform their duties well and this is good for the academic performance of learners.

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Effective Leadership, School Culture and School Effectiveness: A Case Study of Two ‘Sister’ Schools in Umlazi Township

Cited by 14 publications

References 14 publications

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Impact of School Culture on School Effectiveness in Government Schools in Maldives

Empowerment of the school management team by secondary schools principals in Tshwane West District, South Africa

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