How Do We Manage? Determinants of Effective Leadership in High-Poverty Schools

Badenhorst, Jo; Koalepe, L.J.

doi:10.1080/09718923.2014.11893287

Cited by 6 publications

(8 citation statements)

References 18 publications

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“…Leadership maintains the critical balance between management tasks to conserve the existing culture of leadership initiatives to create new goals, policies and procedures; however, successful school leadership can be measured against the personal professional and career growth of the school principal, the management of the school's personnel and the management of production (Ponomareva, 2015). Furthermore, successful school leadership is characterized by how school principal make skillful use of each staff members' potential (Ahmad and Dilshad, 2016), small groups and the schools' collectively as a whole (Badenhorst and Koalepe, 2014).…”

Section: Successful School Leadershipmentioning

confidence: 99%

“…Furthermore, the focus is not only on the school leader, but also on trained and committed teachers who need effective leadership for support. The importance of qualified, dedicated teachers is emphasized, as they can either help to improve or they can lower learner performance based on their approaches and teaching skills (Badenhorst and Koalepe, 2014). However, teacher-related problems become the problem of the school leader.…”

Section: School Leadership/stylesmentioning

confidence: 99%

“…However, teacher-related problems become the problem of the school leader. In this regard, instructional leadership contributes to school improvement and academic performance (Badenhorst and Koalepe, 2014). As instructional leadership/style is characterized by a series of behaviors that are designed to affect classrooms by being responsible for informing teachers about new educational strategies, it is an important aspect to take into consideration when deciding on a leadership style to follow.…”

Section: School Leadership/stylesmentioning

confidence: 99%

“…The school leader is therefore expected to play a leading and supportive role with regard to teachers. However, the challenge is to find ways to motivate teachers to change to become leaders and to develop their skills (Badenhorst and Koalepe, 2014). When a school leader acts as an invitational leader, the four basic principles of invitational leadership will emerge.…”

Section: School Leadership/stylesmentioning

confidence: 99%

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Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Jaarsveld

Mentz

Ellis

2019

IJEM

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Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance. Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted. Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style. Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts. Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important. Social implications The principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world. Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.

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Section: Successful School Leadershipmentioning

confidence: 99%

Section: School Leadership/stylesmentioning

confidence: 99%

Section: School Leadership/stylesmentioning

confidence: 99%

Section: School Leadership/stylesmentioning

confidence: 99%

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Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Jaarsveld

Mentz

Ellis

2019

IJEM

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“…Whether a school performs well or poorly can be attributed to effective or poor leadership. It all boils down to the capability and competency of the school principal (Badenhorst & Koalepe 2014;Miller 2013;Sun & Ni 2016). Questions are asked about how successful school principals lead and manage, how transparent their decisionmaking process is, whether they appoint the best teachers, how strong their relationships with the learners, the teachers and the community are and whether their leadership style has an impact on the school climate.…”

Section: Introductionmentioning

confidence: 99%

Leadership and the challenges faced by South African schools in a changing world

Wolhuter¹

2021

Leadership Approaches to Negotiate Challenges in a Changing Education Landscape

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Introduction 2 Critical factors in South African education that have an impact on learner performance 5 Debilitating context 5 Moral vacuum 6 Organisational climate of schools 7 Turning around poorly performing schools 8 Testing the relationship between leadership, organisational climate and learner performance statistically8 Changing times 9 Induction of deputy principals 10 Training for curriculum leadership 10 Leadership in an age of technology: The information and communication technology revolution11 School governing bodies and leadership 12 Contents viii

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Using an iterative mixed-methods research design to investigate schools facing exceptionally challenging circumstances within Trinidad and Tobago

Lisle

Seunarinesingh

Mohammed³

et al. 2017

School Effectiveness and School Improvement

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How Do We Manage? Determinants of Effective Leadership in High-Poverty Schools

Cited by 6 publications

References 18 publications

Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Leadership and the challenges faced by South African schools in a changing world

Using an iterative mixed-methods research design to investigate schools facing exceptionally challenging circumstances within Trinidad and Tobago

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