Principal succession: The socialisation of a primary school principal in South Africa

Steyn, G.M.

doi:10.4102/koers.v78i1.426

Cited by 4 publications

(8 citation statements)

References 18 publications

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“…Purposeful sampling was employed for the investigation since previous studies revealed that the school had moved towards a professional learning community model (Steyn, 2013;2014a;2014b;. Two criteria for selecting the team of mathematics teachers were applied: (1) The Mathematics department consisted of seven Grade 7 classes, seven Grade 6 classes and eight Grade 5 classes, making it the largest department in the school.…”

Section: Methodsmentioning

confidence: 99%

“…This study presents findings from an extended study which had previously focused on various aspects of teacher collaboration within a particular school (Steyn, 2013;2014a;2014b). It attempted to explore the collaborative learning experiences of teachers in a particular department at a primary school and describe the aspects that supported or inhibited their transformative learning.…”

Section: Introductionmentioning

confidence: 99%

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Transformational Learning Through Teacher Collaboration: a Case Study

Steyn

2017

KOERS

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This article, which developed from previous studies at the school, reports on a qualitative study aimed at investigating the professional learning experiences of staff members at a South African primary school. Transformative learning and adult learning theory underpinned the study. Data were collected by means of an open-ended questionnaire administered to teachers of the Mathematics department, a focus group interview with these teachers and individual interviews with the principal. Participants indicated that teacher collaboration enhanced their professional learning in the various horizontally and vertically structured teams at the school. They emphasized the importance of effective communication, trust and respect in their interpersonal relationships. Although participants acknowledged differences in their personalities and professional approaches, they regarded them as beneficial and complementary for their learning. The study showed that transformative learning was contextualised and therefore suggested that more research should be carried out to explore the contextual factors that promote sharing of knowledge and skills among teachers at other schools.Key words: Adult learning; transformative learning; teacher collaboration; professional development Opsomming TRANSFORMASIONELE LEER DEUR MIDDEL VAN ONDERWYSERSAMEWERKING: 'N GEVALLESTUDIE Hierdie artikel wat uit vorige studies in die skool ontwikkel het, doen verslag oor 'n kwalititiewe studie wat die professionele leerervaringe van personeel in 'n Suid-Afrikaanse laerskool ondersoek het. Transformasionele leer en volwasseneleerteorie het as grondslag van die studie gedien. Data is ingesamel deur middel van oop vrae in 'n vraelys aan onderwysers in die Wiskundedepartement, 'n fokusgroeponderhoud met hierdie onderwysers asook individuele onderhoude met die skoolhoof. Deelnemers het aangetoon dat onderwysersamewerking hulle professionele leer verbeter het in die horisontale en vertikale strukture in die skool. Hulle het die belangrikheid van effektiewe kommunikasie, vertroue en respek in hulle interpersoonlike verhoudinge beklemtoon. Alhoewel deelnemers verskille in hulle persoonlikhede en professionele benaderings erken het, het hulle dit as voordelig en komplementerend beskou. Die studie het aangetoon dat transformasionele leer gekontekstualiseerd is en dat verdere studies derhalwe aanbeveel word om die kontekstuele faktore wat die bevordering van kennis en vaardighede onder onderwysers bevorder, te ondersoek.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Transformational Learning Through Teacher Collaboration: a Case Study

Steyn

2017

KOERS

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“…Looking at the experiences of a principal who designed the teacher collaborative structure in the school was a good start for understanding teacher collaboration and how it aligns with invitational education. This study, which was one of a number of studies of a new principal at a particular primary school (Steyn, 2013a;2013b), focused in particular on the principal"s role in promoting teacher collaboration.…”

Section: Introductionmentioning

confidence: 99%

Teacher Collaboration and Invitational Leadership in a South African Primary School

Steyn

2014

Education and Urban Society

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The focus on schools as communities of learning for teachers has prompted professionals to investigate the role of professional learning within a school context. This is an attempt to investigate the voice of the principal regarding the implementation of teacher collaboration in his or her school, and to determine how teacher collaboration is aligned with assumptions of invitational education. A qualitative method of inquiry was employed to illuminate the experiences of a particular primary school principal in his endeavours to create and maintain a collaborative learning environment among teachers in an inviting school in South Africa. Data were analysed using the four assumptions of invitational education, namely, respect, trust, optimism and intentionality. From the findings it was clear that the implementation of teacher collaboration in the school was aligned with the four assumptions of invitational education. This study provides an appropriate basis for developing such a collaborative teacher community, thus improving teacher and student learning. However, since school contexts have a powerful effect on teacher collaboration, it is important to contextualise teacher collaboration according to schools' particular needs and challenges.

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“…Previous studies at the school revealed strong principal leadership behaviours; a sense of shared responsibility for learners' and teachers' learning; and a strong commitment to teacher collaboration (Steyn 2013a;2013b). The school was also a recipient of the Inviting School Award from the International Alliance for Invitational Education during the predecessor's time in office.…”

Section: Introductionmentioning

confidence: 99%

“…Very few studies have focused on the measures principals have taken to initiate, sustain and support collaborative learning among staff members in schools (Gaspar 2010). This study, which is a follow-up on previous studies in the school (Steyn 2013a;2013b), endeavoured to contribute to the current body of knowledge by explaining how the principal addressed the key features of teacher learning community in the school.…”

Section: Introductionmentioning

confidence: 99%