Involvement of heads of departments in strategic planning in schools in the Pinetown District

Myende, Phumlani Erasmus; Bhengu, Thamsanqa Thulani

doi:10.1080/18146627.2015.1112152

Cited by 8 publications

(17 citation statements)

References 13 publications

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“…These results indicate that participation and collaboration are essential determinants of plan and action success in educational contexts. The participative nature of decision making and strategic planning seems to underscore the relevance, value and adequacy of schools' plans from the perspective of teachers, which is an important issue when considering high quality school plans (e.g., Garza et al, 2014;Hajisoteriou et al, 2018;Ismail et al, 2018;Louis & Lee, 2016;Myende & Bhengu, 2015;Strunk et al, 2016). However, differences in these dimensions related to teachers' experience and professional roles also point to lower levels of participation from some teachers, which may hinder their involvement in school actions and improvement.…”

Section: Discussionmentioning

confidence: 99%

“…The collaboration of those involved in strategic planning seems to be a prerequisite both for successful planning and implementation (Ismail et al, 2018;Mbugua & Rarieya, 2014;Labée et al, 2015;Myende & Bhengu, 2015). This is related to the growing arguments that suggest that collaborative practices, embedded in the on-going behaviour of teachers, affect school improvement (Carpenter, 2018;Hajisoteriou et al, 2018;Ismail et al, 2018;Louis & Lee, 2016).…”

Section: Teachers' Participation In Strategic Action Plansmentioning

confidence: 99%

“…Combined, teachers' participation in schools' strategic actions or schools' decision-making process is a relevant issue (Gurley et al, 2015;Lahtero & Kuusilehto-Awale, 2013;Louis & Lee, 2016;Mbugua & Rarieya, 2014;Myende & Bhengu, 2015;Sarafidou & Chatziioannidis, 2013;Sehgal et al, 2017). Different dimensions related to teachers' participation are discussed in literature: (i) teachers' knowledge and participation in the process (Bellei et al, 2016;Cheng, 2011;Labée et al, 2015;Leithwood et al, 2006;Elmore et al, 2014); (ii) teachers' input in decision-making processes (Adelman & Taylor, 2007;Leithwood et al, 2006;Cheung & Cheng, 2002); (iii) teachers' sense of ownership and personal contribution to the process (Adelman & Taylor, 2007;Leithwood et al, 2006); (iv) teachers' perception of plans' efficacy to school improvement (Adelman & Taylor, 2007;Leithwood et al, 2006); and (v) professional development opportunities given to teachers in coherence with school strategic actions (Harris & Young, 2000;Cheng, 2011;Elmore et al, 2014).…”

Section: Teachers' Participation In Strategic Action Plansmentioning

confidence: 99%

“…This study is especially noteworthy because it appears that a limited number of studies have been conducted so far on teachers' or other stakeholders' participation in strategic planning in Portuguese schools. International research as well as Portuguese political guidelines have supported and reinforced the need for teachers' and other stakeholders' participation in this process as a condition for successful action (e.g., Garza et al, 2014;Hajisoteriou et al, 2018;Ismail et al, 2018;Labée et al, 2015;Louis & Lee, 2016;Machado, 2017;Ministry of Education, 2016;Myende & Bhengu, 2015;Strunk et al, 2016). Therefore, it is important to understand the processes and results of SAPs in Portuguese schools and, specifically, teachers' participation in decision making and plans.…”

Section: Introductionmentioning

confidence: 99%

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What about us? Teachers’ participation in schools’ strategic action plans

Carvalho

Cabral

Verdasca

et al. 2021

Participatory Educational Research

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Schools in various parts of the world adopt plans or projects to improve the quality of school processes and students’ learning. Therefore, it is important to understand the processes of strategic planning such as teachers’ participation on decision making related to school plans. Apparently a limited number of studies have hitherto been conducted on teachers’ participation in strategic planning. The purpose of this paper is to examine teachers’ participation in decision making and strategic action planning in Portuguese schools. A survey employing self-administered scales was taken. Teachers' participation, other stakeholders’ participation, planning, and decision making, professional development, plans’ importance and validation, and ownership were the dimensions considered. Data were collected from 804 Portuguese teachers. Participants reported moderate to high levels of participation in strategic action plans, but they also reported moderate to low levels of participation in overall school decisions, plans’ importance and validation, sense of ownership and recognition of relevant opportunities for professional development. These results indicate that participation and collaboration are essential determinants of plan and action success in educational contexts. The participative nature of decision making and strategic planning seems to underscore the relevance, value and adequacy of schools’ plans from the perspective of teachers. However, differences in these dimensions related to teachers’ experience and professional roles also point to lower levels of participation from some teachers, which may hinder their involvement in school actions and improvement. This study suggests the need to explore the dominant types of participation and collaboration in Portuguese schools and to analyse the importance of other variables.

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Section: Discussionmentioning

confidence: 99%

Section: Teachers' Participation In Strategic Action Plansmentioning

confidence: 99%

Section: Teachers' Participation In Strategic Action Plansmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

What about us? Teachers’ participation in schools’ strategic action plans

Carvalho

Cabral

Verdasca

et al. 2021

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…Therefore, this articles attempts to address this gap. While roles of leadership have been researched, the context in which South African principals find themselves is ever changing (Myende and Bhengu 2015), and there remains a need to understand the nature of principals’ leadership in such a changing context.…”

Section: School Leadership Rolesmentioning

confidence: 99%

Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices

Myende

Maifala

2020

International Journal of Rural Management

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This article reports the findings of a qualitative study that examined what it means to be a principal in the context of rurality. We argue that principals in the 21st century encounter complex work situations that make it hard for them to manoeuvre. Furthermore, for principals in the context of rurality, such complexities pose multiple dilemmas, given that rurality exposes principals to multiple challenges. Using a case study within an interpretive paradigm, we interviewed and observed five principals from rural schools in the Limpopo province. The study found that principals’ leadership focuses dominantly on administrative tasks. It further identified social and institutional complexities that principals encounter and argues that these complexities compel to treat rural schools as systems. While we hail this view of schools, it emerged that some units of the system appear to be thwarting the progress of principals in leading rural schools. We conclude that, at times, principals’ leadership in the context of rurality can be defined as a leadership that shuns policies and issues of social justice for the purpose of finding what works in their contexts.

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Synchronous in Merdeka Belajar Based Education Management Quality (EMQ

Manurung¹,

Maulidiah²,

Sari³

et al. 2023

KSS

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Educational accreditation qualifications in schools are the substantial part of education synchronous management. Synchronous management in the education unit can be based on the situation or condition of education at a certain period. This article aims to study of policy quality as the foundation of education in Indonesian’s policy quality by using the qualitative approach throught extensive literature, interviewing experts and personal experience. The situation or condition can be seen from the formation of policies and or the election of new leadership. 1) Merdeka Belajar is integrity and the result of policy, and there may be influence from the political elite as a means of fulfilling these situations and conditions. 2) In the management of basic, middle, upper and higher education units it is known as independent learning. 3) Freedom to learn is a reflection of the government in Era 4.0, which requires students to understand freedom as the actualization of human identity as a real human being, and not only freely expressing attitudes, thoughts, feelings and actions, but also free in accepting learning from all aspects of knowledge. 4) The actualization of Merdeka Belajarshould be based on student-centred learning, students as problem solvers, critical thingking, and decision maker. Keywords: Merdeka Belajar; EMQ; education management quality

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Involvement of heads of departments in strategic planning in schools in the Pinetown District

Cited by 8 publications

References 13 publications

What about us? Teachers’ participation in schools’ strategic action plans

What about us? Teachers’ participation in schools’ strategic action plans

Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices

Synchronous in Merdeka Belajar Based Education Management Quality (EMQ

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