School leadership and management in South Africa

Bush, Tony; Glover, Derek

doi:10.1108/ijem-07-2014-0101

Cited by 89 publications

(63 citation statements)

References 45 publications

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“…This is especially so in recent times where there is high demand for principals to be accountable to happenings in the school environment and to keep abreast with educational goals. An essential instrument to attain the educational goals by the school principal is through leadership practices, in particular, instructional leadership [11,28,31,37,49].…”

Section: The Principal As Instructional Leadermentioning

confidence: 99%

“…He or she is responsible for effective learning culture in the school through the provision of expertise and monitoring curriculum development, teaching methods and evaluation as well as supervision of human and material resources [1,54]. In short, principals influence school and learning outcomes, including school leaving examination results and progression to higher education institutions [11]. Thus, the instructional leadership of the principals can be an important educational component that would lead to better student achievement and school effectiveness [25,30].…”

Section: Introductionmentioning

confidence: 99%

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Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Bada¹,

Ariffin²,

Nordin³

2020

ujer

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This study investigates teachers' perception of their school leaders, in particular, principals' instructional leadership practices, and tests whether teachers' perception varies across gender. A version of the Hallinger and Murphy [35] Principal Instructional Management Rating Scale (PIMRS) was employed and administered to 389 secondary school teachers in the North-Central geopolitical zone of Nigeria. The descriptive statistics show that there is a reasonable level of engagement of Nigerian school principals with the three dimensions of PIMRS. Specifically, "defining school mission" was rated highest, while "developing a positive school learning climate" has the lowest rating. This means that teachers perceive defining school mission as the greatest instructional leadership behaviour of the principals. Similarly, there appears to be significant differences between male and female teachers' perceptions of principal's instructional leadership behaviour among the principals. This difference occurs for "Managing the instructional program". This study adds to the understanding of instructional leadership practices in Nigeria, which have been rarely explored.

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Section: The Principal As Instructional Leadermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Bada¹,

Ariffin²,

Nordin³

2020

ujer

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“…Despite the serious dilemmas and confrontations most school principals face in the early stages of their careers (Crow, 2006; Spillane and Lee, 2014), NPs often enter the office without undergoing an effective induction process (Bush and Oduro, 2006). A body of research suggests that this results in stress and anxiety (Bush and Heystek, 2006) and professional isolation among NPs (Kitavi and Van Der Westhuizen, 1997). Heavy workload and excessive expectations constitute another issue facing NPs in school settings, as school principals have the primary responsibility for managing the school’s organizational and professional direction (Oplatka, 2012).…”

Section: Introductionmentioning

confidence: 99%

What do we know about novice school principals? A systematic review of existing international literature

Kılınç¹,

Gümüş²

2020

Educational Management Administration & Leadership

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For much of the past half-century, scholars from various parts of the world have studied the early stages of school principals’ careers. This article presents the results of a review of research on novice principals (NPs) regarding its current status, intellectual structure and conceptual structure. The review conducted bibliometric and content analysis of relevant articles accessed through Scopus. The findings primarily concerned patterns in the knowledge production related to novice school principals. Our findings indicate that this line of research is still in its infancy, but has been growing rapidly in recent years. Related studies have mostly focused on three broad areas: preparation and development of NPs; NPs’ socialization process and the challenges they face; and NPs’ role in school improvement. Most of the related studies are found to be lacking in terms of a solid theoretical grounding. The implications of the results for the related literature are discussed.

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“…A principal’s education level is known to correlate with other leadership practices (Valentine and Prater, 2011). Critics argue that the current form of academic preparation of South African principals through university training followed by intervals of in-service training is not leading to improvements in schools (Bush and Heystek, 2006). There have been efforts to professionalise the role of the principal.…”

Section: A Framework For School Leadership and Managementmentioning

confidence: 99%

School leadership and local learning contexts in South Africa

Zuze¹,

Juan²

2018

Educational Management Administration & Leadership

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.

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School leadership and management in South Africa

Cited by 89 publications

References 45 publications

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

What do we know about novice school principals? A systematic review of existing international literature

School leadership and local learning contexts in South Africa

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