Shared Leadership Model: Do Secondary School Heads in Botswana Matter?

Mphale, Luke Moloko

doi:10.5296/jse.v5i2.7307

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…School administrators who are supportive in providing a positive school climate can create a positive climate. This will encourage teachers, support staff and students to be more committed to the success of schools academic (Mphale, 2015). Indirectly, the controlled teachers' job stress can contribute to academic achievement in schools (Lydiah & Nasongo, 2009;Hallinger, 2009Hallinger, , 2011aRasheed et al, 2010;Alam & Farid, 2011).…”

Section: Discussionmentioning

confidence: 99%

The Effect of School Leaders’ Authentic Leadership on Teachers’ Job Stress in the Eastern part of Peninsular Malaysia

Ismail¹,

Abdullah²,

Abdullah³

2019

INT J INSTRUCTION

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This study was conducted to determine the relationship and the effect of school leaders' authentic leadership towards teachers' job stress. A cross-sectional quantitative approach using a questionnaire has been used on 330 teachers from 143 excellent performance primary schools in the Eastern part of Peninsular Malaysia. Authentic Leadership Questionnaire instrument (ALQ) was adopted from Walumbwa et al., (2008) and Teachers' Work Stress instrument (TWS) by Collie et al. (2012) and Boyle, Borg, Falzon, & Jr. (1995) was used to obtain the data. Descriptive statistical analysis shows that the level of authentic leadership among the leaders is high and the level of teachers' job stress is. The finding also revealed that there is a moderate negative significant relationship between school leaders' authentic leadership and teachers' job stress. Furthermore, Stepwise's multiple regression analysis shows that authentic leadership also contributed a significant negative impact on teachers' job stress. This study recommends that school leaders adopt authentic leadership in their practices to improve and manage teachers' job stress which in turn will help to improve school excellence, especially across the current era of globalization.

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Section: Discussionmentioning

confidence: 99%

The Effect of School Leaders’ Authentic Leadership on Teachers’ Job Stress in the Eastern part of Peninsular Malaysia

Ismail¹,

Abdullah²,

Abdullah³

2019

INT J INSTRUCTION

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“…Like Sweden and Ireland, the implementation of distributed leadership in schools has legal provisions in Botswana. This is realized following the decision that the Ministry of Education and Skills Development of the country made encourages schools to establish cluster school management teams, Parents Teachers Associations (PTAs), and Student Representative Councils (Mphale, 2015).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Distributed Leadership in Government Secondary Schools of East Shewa Zone: Policy, Practices, and Challenges

G/SILASSIE,

DABI

2023

IJASER

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The principal objective of this study was to explore distributed leadership in government secondary schools of the East Shewa Zone. A pragmatic worldview guided the study with qualitative approach. Population of the study includes secondary schools working in East Shewa Zone. 7 secondary schools were chosen as a sample using purposive sampling technique. Sample respondents include: 7 principals, 5 Woreda Education Office heads, 2 City Education Office heads, and 1 official each from the REB and the MoE, all of whom were purposively chosen and included in the sample. Data gathering tools include interviews and documents. Data analysis follows a qualitative approach where inductive analysis under which categories, themes, and patterns are obtained from the data. Study results indicated that the opportunities and enabling conditions provided medium to high support for the secondary schools; the secondary schools under study were found working under many challenges. To alleviate the problems, recommendations provided: secondary school principals to provide teachers with benefits; Woreda and City Education Offices to revisit their selection and placement of principals; the Regional Education Bureau revisits its budget allocation; and the Ministry works to include curriculum for fields of study that require special attention in higher learning institutions.

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“…For instance, in Sweden, it is a part of state reforms while in Ireland, it has legal ground in schools, where the involvement of all members of staff, parents, board of management, and partners in school management activities are expected (Humphreys, 2010). Like Sweden and Ireland, the implementation of distributed leadership has legal provisions in Botswana schools (Mphale, 2015). Meanwhile, the current practice in Ethiopia indicates that the philosophy behind educational leadership in general and school leadership in particular is shifting from one-man leadership to distributed form (MoE, 1994).…”

Section: Introductionmentioning

confidence: 99%

Distributed leadership in government secondary schools of East Shewa Zone: Policy, practices, and challenges

G/Silassie,

Dabi

2024

IJEMDS

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This study explored distributed leadership in government secondary schools of the East Shewa Zone through a pragmatic worldview qualitative approach. The population of the study includes seven secondary schools chosen using purposive sampling technique. The participants include seven principals, five district education office heads, two city education office heads, and one official each from the Regional Education Bureau (REB) and the Ministy of Education (MoE), with interview as data gathering method. Data analysis follows a qualitative approach where inductive analysis under which categories, themes, and patterns are obtained from the data. Study results indicated that the opportunities and enabling conditions provided medium to high support for the secondary schools; the secondary schools under study were found working under many challenges. To hurdle the challenges, secondary school principals are recommended to provide teachers their deserved benefits. Similarly, district and city education offices need to revisit their selection and placement of principals while the Regional Education Bureau revisits its budget allocation and the Ministry works to include curriculum for fields of study that require special attention in higher learning institutions.

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Shared Leadership Model: Do Secondary School Heads in Botswana Matter?

Cited by 6 publications

References 5 publications

The Effect of School Leaders’ Authentic Leadership on Teachers’ Job Stress in the Eastern part of Peninsular Malaysia

The Effect of School Leaders’ Authentic Leadership on Teachers’ Job Stress in the Eastern part of Peninsular Malaysia

Distributed Leadership in Government Secondary Schools of East Shewa Zone: Policy, Practices, and Challenges

Distributed leadership in government secondary schools of East Shewa Zone: Policy, practices, and challenges

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