Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.

This study explores educational leadership development and social change strategies pioneered by one programme, the Educational Leadership Management and Development (ELMD) programme of the University of Fort Hare. The programme seeks to model a way of doing social and educational transformation through educational leadership development. Conceptually, the model was meant to draw together a number of education stakeholders operating at various levels of the schooling system to undergo the same programme of leadership development. The programme participants, who included district education officials, schools principals, members of school management teams, educators and members of School Governing Bodies, were to enrol as teams. They would work on learning tasks that were both academic and practical in nature, with an emphasis on experiential learning that leads to the creation of district and community networks of partners, development teams or forums and communities of practice, as well as the production and implementation of district and school development plans. Informed by this conceptual position, the study was structured by two underlying questions. First, whether the ELMD was re-inventing educational leadership beyond the traditional focus on principalship towards one that is inclusive of other education stakeholders. Second, how leadership development as a vehicle for social and educational change can be carried out. The research process was guided by a multi-paradigm perspective which drew heavily on the interpretive and critical science orientations. This led to the crafting of research methods that looked for data that would assist in an understanding of what was happening in the programme, as well as what power dynamics were at play and with what consequences for innovation. The evidence emanating from the study suggests a number of possibilities for consideration by future leadership development programme designers. First, the ELMD programme delivery design shows what can be done to draw participants from various levels of the schooling system, district, school and community and teach them educational leadership together in a mode that mobilizes them for change. Second, how social distance separating different levels of the education hierarchy and status consciousness may disappear gradually as people are brought together to work on tasks of mutual concern. Third, after a year of engagement with ELMD ideas and approach, the participants in the programme appeared to have started a journey of selftransformation towards becoming qualitatively different people who saw themselves as teams capable of tackling education and social problems in their schools and communities. These participants had begun to forge working networks, but the extent to which these could be characterized as knowledge ecosystems and communities of practice remains a question to explore. Fourth, that the current higher education accreditation policies and practices do not accommodate innovative learning approaches of the kind that the ELMD is developing. In this regard, the ELMD experienced difficulties in coming up with an assessment policy and practices which meet the academic as well as the practical developmental concerns of the programme. Fifth, programme instrumentalities and mandates that are put in place do not, in themselves, bring about change. The actual change comes about through the actions of human leadership capable of navigating between structural enablers and constraints.

Poor Physical Science performance in South African schools is due to ineffective Physical Science teaching. Quality Physical Science teaching stems from quality Physical Science subject advisory services. Traditionally interventions to raise teaching standards were done by inspectors who established if schools functioned according to set rules rather that supporting teaching staff. School inspection was considered a fault finding mission with punitive objectives; hence principals and teachers were negatively disposed to it. The Department of Basic Education since has re-interpreted intervention from checking compliance to support and development of school personnel. This task is allocated to units in district offices in provincial Departments of Education and district staff members’ responsibilities are linked to responsibilities of principals and teachers. The subject advisory unit focuses on curriculum matters in each school subject; thus Physical Science subject advisors support Physical Science teachers with content, pedagogical content knowledge, assessment and Interventions for improved results. This study investigated the role of Physical Science subject advisors in enhancing the quality of Physical Science teaching. Requirements for employment of a subject advisor (qualifications, work experience, interest, attitude and competence), challenges and solutions were explored by a mixed method study. A Physical Science provincial DCES, Physical Science subject advisors, principals, Physical Science teachers in four districts and four PLC support groups were purposefully sampled to explore perceptions of the subject advisor’s role in improving Physical Science teaching. Quantitative data collected by document analysis and questionnaires and qualitative data collected by individual and focus group interviews were analysed. Findings showed that the Physical Science subject advisors possessed minimum qualifications and experience; however, the school subject (Physics and Chemistry combined) does not match the specialization in tertiary institutions (divided into Physics and Chemistry). Thus, some subject advisors may major in one of two parts. Further, certain school content is not included in the university syllabus. This may limit advisors’ content knowledge, the core of content support in Physical Science. This influences support offered to Physical Science teachers and requires advisors’ professional development which is not currently offered by the Department of Basic Education. Recommendations based on the findings include immediate and long term solutions to improve effective subject advisory. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

With the advent of democracy in South Africa, education has undergone major changes. One of these changes seeks to entrench democratic management and governance in schools. In terms of section 16 of the South African Schools Act of 1996 the governance of public school is vested in the governing body, but the professional management must be undertaken by the principal under the authority of the Head of Department. Parents are not involved in the teaching and learning domain. This study investigated the leadership role of the principal in the management and governance of the public schools in the Ekurhuleni East Education District (Gauteng Province). The data were obtained through a structured questionnaire and the stakeholder participation grid. Respondents were principals from the primary and secondary schools. It is recommended that consideration be given to the ongoing capacity building of the SGB's so that they give better, efficient and effective service. / Educational Studies / M.Ed. (Education Management)

Learners in disadvantaged environments are less likely to do well at school. Yet some of the most successful schools operate in such environments. The purpose of this study was to establish the relative influence of various determinants of school success in disadvantaged environments. To this end literature study was done in two phases. The first resulted in a taxonomy of success factors, which was then used to guide the second in-depth phase. Thereafter an empirical study was done, involving qualitative field work at four successful schools in disadvantaged environments. Empirically it was discovered that there is no single most important success factor because all success factors are interrelated and interdependent. The over-arching success factor discovered in this study which was involvement of all stakeholders. / Education / M.Ed.

This research investigated the instructional leadership role of the school principal in the improvement of the quality of education. A qualitative method, using a case study, was employed. A literature study was conducted to explore the nature and scope of instructional leadership and quality. A purposefully selected sample from five secondary schools in the Potchefstroom area in the North West Province was used to collect data. The method entailed observation, interviews and document analysis. The principals and educators were asked to fill in biographical questionnaires. Findings indicated that principals could improve the quality of teaching and learning through their instructional activities. These included, amongst others, formulating a clear vision; participatory decision making; resource provision; good time management and educators’ development programmes. In-service training was recommended to help the principals and educators with the new curriculum; the funding model; IQMS and discipline. Newly appointed principals also needed to be adequately inducted. / Teacher Education / M.Ed. (Educational Management)

is imperative for the South African education system to produce youth who are empowered to grow to be leaders of integrity and courage. Student leaders (prefects) face an enormous challenge in trying to persuade peers to be motivated and self-disciplined. The student leaders need to understand themselves as well as their peers in order to make considered responses to their peers. The level of emotional intelligence of student leaders will determine the effectiveness of their response to fellow students (learners) and allow them to fulfil their leadership responsibilities effectively. Emotional intelligence leadership (EIL) profiles were obtained from an emotional intelligence leadership questionnaire, followed by semi-structured interviews which explored the role of emotional intelligence in student leadership. These research techniques allowed the researcher to gain insight into each student leader’s level of emotional functioning as well as to identify emotional intelligence leadership skills that needed to be developed further. The importance of providing training and opportunities to practise leadership skills at school was emphasized. / Teacher Education / M. Ed. (Educational Management)

Globally, there are numerous debates on what constitutes an effective school. Parents strive to choose what they regard as the best school for the education of their children. Historically, school effectiveness is a phenomenon associated with learner attainment. Yet, school effectiveness is measured and conceptualized differently throughout the world. The aim of this research was to determine and define the factors contributing to the effectiveness of secondary schools in the Free State Province of South Africa. A case study was conducted on six schools selected in the Free State Province. Data were collected qualitatively by means of semi-structured and focus-group interviews with principals, SMTs, teachers, SGBs, learning facilitators and school-management and -governance developers. A documentary analysis was carried out to triangulate data from interviews. The data collected were triangulated and supported by an extensive literature review on school effectiveness and improvement. In particular, the literature review encompassed the policy context of school effectiveness in South Africa, definitions of the concept of school effectiveness, models of school effectiveness, methods of evaluating school effectiveness, the relationship between school effectiveness and school improvement, change and school improvement, approaches to school improvement and the characteristics of effective schools. The legislative framework for both teacher and school evaluations is highlighted and their effectiveness critically reviewed with reference to current investigations in the field. These empirical investigations, which, form part of this larger qualitative research project, show that effective schools exhibited high learner attainment, effective teaching and learning, as well as a highly effective leadership and management. Management, leadership and administration, curriculum, school governance and VI school support structures were confirmed as very instrumental as far as school effectiveness and improvement are concerned. Furthermore the study indicates that the current policies are not enhancing school effectiveness and improvement, thus the study recommends the index of school effectiveness and improvement (ISE&I). The Index of School Effectiveness and Improvement, which is a document that schools can use to review and enhance their effectiveness, is a model developed in the course of this study to assist schools in improving their effectiveness. Unlike the WSE review, which takes place every five years, the index suggests a continuous and regular review process by schools carried out by all stakeholders. In conclusion, an overview of the challenges identified by this research project, as well as the aspects in need of further research, is highlighted. / Educational Leadership and Management / D. Ed. (Education Management)

The changes within the South African education system have turned-around the view that regards principals as “sole” people responsible for leadership and management of schools. The task of the school principal has undergone a radical change. Over the years the notion has been replaced by the view that sees management and leadership as prerogative of many, including stakeholders within and outside education. The move has become world-wide phenomenon compelled by the dual imperatives changing societal values and the rate of change. This study is aimed at investigating the perceptions and experiences of School Management Teams (SMTs) on teamwork as an alternative to school management. The investigation was framed within the mixed-method approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are still significant obstacles to the implementation of teamwork as an alternative form of school management / Educational Leadership and Management / M. Ed. (Education Management)

In the 21st century, there is a growing realisation that providing principals with the necessary opportunities of training in leadership and management skills has become increasingly important as a way to increase school effectiveness and achieve quality performance. Central to this argument is the fact that principals are merely accorded a status and role without the necessary training. The purpose of this study was therefore to explore the effectiveness of state-funded professional development programmes of school principals with specific reference to Soshanguve secondary schools and also to ascertain the extent to which principals’ training meets the schools’ and principals’ needs given the changed conditions that exist in the country. The study employed a quantitative research methods approach to collect data from 100 educators and 20 Head of Departments (HoDs). This was done through administration of questionnaires. Data was analysed using the Statistical Package for the Social Sciences (SPSS), which was used to generate the frequencies and descriptive statistics that were used to answer research questions. While it is expected that principals should effectively and rigorously be developed to enable them to improve teaching and learning at their schools, the study, however, found that training of school principals in Soshanguve was elusive and ineffective, and as result, the majority of these principals lack basic management training prior to and after their entry into principalship. The study has shown that apart from being faced with various challenges and being promoted to principalship without the necessary leadership experience, principals rely on trial-and-error experience and common sense in leading and managing schools. The study also showed that a majority of principals are in great need of being professionally developed in some specific areas. Furthermore, the study discovered that the Department of Basic Education does not seem to be making efforts in ensuring that principals are professionally developed. Consequently, principals develop on their own through informal professional development strategies. In conclusion, the study recommended, amongst others, that principals should be encouraged to take personal responsibility and initiative in preparing and developing school leadership through self-study, reading literature, attending seminars and workshops out of their own personal volition. That Department of Basic Education (DoBE) needs to look into ways of subsidising the training of school principals. DoBE should also find ways of formally incorporating more of the private sector and non-governmental organisations to help in the preparation and development of principals for school leadership by allowing them to offer in-service courses for potential principals and serving principals. / Educational Leadership and Management / D. Ed. (Education Management)