Citation

School leadership challenges in post Apartheid South Africa

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Abstract:

Schools serving deprived populations in South Africa must rely on their own resources to improve teaching and learning for their students. However, little professional training and leadership development has traditionally been available for teachers in these schools where, historically, obedience and conformity have been stressed over creative thinking and initiative. The first step in developing meaningful training for teachers is to gain insights into teacher perceptions of their needs, and how their existing skills can most usefully be employed in improving their schools for the benefit of students and their communities. Understanding what motivates teachers to take on additional leadership responsibilities further contributes to successfully using existing human capital in these schools. This presentation will describe the results of an inquiry into teacher perceptions about their existing leadership skills and the need for additional leadership preparation, and motivation to initiate and undertake the leadership of school improvement projects. The inquiry focused on two schools in the Paarl region of the Western Cape region in S. Africa, and used qualitative research methodology of observation, interview and focus group discussions with teachers and administrators in the two schools.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486480_index.html
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MLA Citation:

Anderson, Emily. "School leadership challenges in post Apartheid South Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486480_index.html>

APA Citation:

Anderson, E. "School leadership challenges in post Apartheid South Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486480_index.html

Publication Type: Panel Paper
Abstract: Schools serving deprived populations in South Africa must rely on their own resources to improve teaching and learning for their students. However, little professional training and leadership development has traditionally been available for teachers in these schools where, historically, obedience and conformity have been stressed over creative thinking and initiative. The first step in developing meaningful training for teachers is to gain insights into teacher perceptions of their needs, and how their existing skills can most usefully be employed in improving their schools for the benefit of students and their communities. Understanding what motivates teachers to take on additional leadership responsibilities further contributes to successfully using existing human capital in these schools. This presentation will describe the results of an inquiry into teacher perceptions about their existing leadership skills and the need for additional leadership preparation, and motivation to initiate and undertake the leadership of school improvement projects. The inquiry focused on two schools in the Paarl region of the Western Cape region in S. Africa, and used qualitative research methodology of observation, interview and focus group discussions with teachers and administrators in the two schools.


Similar Titles:
School discipline policies in post-apartheid South Africa: The evolution of behavior management practices in the context of human rights

Centering Race, Gender, and Colonialism in Post-Apartheid South Africa’s Post-Racial Social Theory

Challenges Experienced by Teenage Mothers in Secondary Schools: The Case of Hlanganani South Circuit, South Africa


 
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