The managerial role of the principal in promoting teacher professionalism in selected Eastern Cape schools

Abstract

In the last two to three decades teachers' work has been plagued by problems internationally. These problems include a growing dissatisfaction of teachers about their working conditions (characterized by heavy workloads and low salaries), the growing attempts by governments to control teachers' work and the increasing negative public image of the teaching profession. This negative public image of teaching is manifested in the failure of the profession to attract enough students and the fact that those who are already in the profession want to leave. These factors had, inter alia, lead to a collapse of professionalism amongst teachers in general.There are, however, also other factors that have an influence on the professionalism of school teachers. It is argued in this article that the management role of the school principal is a crucial factor that influences teacher professionalism. This influence can be either positive or negative, depending to a large extent on how effectively the principal is managing the school. This article, derived from an empirical case study undertaken among a number of secondary schools in the Eastern Cape Province of South Africa, is an attempt to conceptualise the important and pivotal managerial role of the principal in promoting professionalism amongst teachers in this province.

Investigating Initial Competencies Of Primary School Teachers In The Principal Preparation Program

“…Most of primary school teachers like sharing and presenting their good experiencies, but they do not like to learn something new or read books independently. Managerial Competence R.J Botha argued that the principal managerial competence is very important in determining teacher professionalism [1] argued, "although instructional leadership remains the central expectation of the principalship, the scope of the school-site management role has grown substantially over the years" (p. [9][10][11] (Sharp, 2003). The performance of teachers will be better, if the principal has a good managerial skills (Sulistyorini, 2001).…”

Improving the Quality and Efficiency of Higher Education Systems Based on the Knowledge-Management Approach

“…The accelerated pace of change in all areas of activity, the requirements of the market economy, require an increase in the speed of reaction from all the actors who carry out their work in a learning unit. Initiative and dynamism have an increasing influence on the effectiveness of educational decisions and actions, being decisive in the achievement of a training that meets the quality standards at this time of EU integration in Romania, a period that is based on the construction of a competitive type in which rapid technical progress, the multitude of international contacts and profit making will be the main targets of the economic and social development of our country [1].…”

The Initial Managerial Competence of Teachers Nominated as School Principal Candidates and the Response of Educational Authorities to the Policy of Principal Preparation Program

“…R.J Botha, 2011, argued that the principal managerial competence is very important in determining teacher professionalism. District/City/Provincial Education Authorities should hold education and training in managerial competence, especially in the utilization of ICT and monitoring and evaluation, to support teachers professionalism (Botha, 2011) [14].…”