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The role of the principal in leading and managing teaching and learning in Lesotho : a case study of distributed leadership in two primary schools in the distric of Botha-Bothe.Sefeane, Litlhaka A. 28 May 2015 (has links)
Education in Lesotho was not available to all children until the year 2000 with the
introduction of the Free Primary Education policy. Since then, the huge rise in enrolments,
the abolition of school fees, the effects of new policies and the problems of HIV/AIDS have
expanded the demands on the principal while limited human and financial resources threaten
the quality of education.
This study investigates the role of two principals in the Botha Bothe district in the leadership
and management of teaching and learning as well as the strategies they employ to overcome
the difficulties. Special attention is given to distributed leadership so that accountable,
effective and efficient leadership and management can take place.
Qualitative methodology has been used through instruments such as questionnaires, followup
interviews and observations to obtain data from the principals at the schools, one deputy
principal and three to four teachers each.
The findings indicate that the perceived main role of the principal at both these schools is managing
and leading teaching and learning to the required standard. In both schools, it has been found that
principals share their complex managerial duties with teachers and deputy principals, that most
teachers willingly give of their time to contribute to the success of the school in this way and
understand the need for doing so.
By incorporating and respecting teachers’ contributions to leadership, the study shows how both
principals cope with their particular leadership challenges. While the strategies used can serve as a
guide to others within similar contexts, the researcher suggests that the education authorities in
Lesotho need to be more aware of the problems facing schools, should make sufficient human and
physical resources available to help principals manage the schools properly, and provide for AIDS
orphans adequately.
In addition, support for quality education in the form of ongoing professional development for both
principals and teachers is needed, and more research needs to be conducted related to education issues
in Lesotho.
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Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary SchoolBrooker, Barry N, n/a January 2006 (has links)
Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.
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