Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance
Principals and school management teams are expected to provide unwavering leadership and professional and sustainable support to create opportunities for teachers and themselves to develop professionally. Currently, the lack of teacher content knowledge, low rates of motivation and accountability a...
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| Format: | Article |
| Language: | English |
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University of the Free State
2024-12-01
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| Series: | Perspectives in Education |
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| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/7044 |
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| _version_ | 1846138037282537472 |
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| author | Brandon Arendse Heather Nadia Phillips Zayd Waghid |
| author_facet | Brandon Arendse Heather Nadia Phillips Zayd Waghid |
| author_sort | Brandon Arendse |
| collection | DOAJ |
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Principals and school management teams are expected to provide unwavering leadership and professional and sustainable support to create opportunities for teachers and themselves to develop professionally. Currently, the lack of teacher content knowledge, low rates of motivation and accountability are key challenges resulting in the low-quality education systems in South Africa. Management teams perceive their roles to be managerial and administrative and detracts from leading teaching and learning and curriculum coverage. Furthermore, there are few systems to hold principals and teachers accountable for the academic performance of learners. This makes school leadership’s role inimitable with regard to creating a learning environment for teachers where they realise the value professional development has for the effective management of schools as well as improved learner performance. Fullan’s (2002) theory: “leadership in a culture of change” purports that school leadership has the responsibility to transform schools through collaborative efforts, working towards creating change as education evolves preparing for 21st century teaching and learning. This interpretive, qualitative study explores how principals and school management teams lead professional development in public schools in order to improve learner performance. Two principals and their management teams were purposively sampled. Data was collected through semi-structured and focus group interviews and was inductively analysed. The results show evidence of the importance of school leadership understanding the value of managing and leading development in order to attain organisational goals. Continuously capacitating teachers improved teaching and learning and ultimately improved learner performance.
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| format | Article |
| id | doaj-art-86c4a16bb6f04628a497e7bdbddc1ae8 |
| institution | Kabale University |
| issn | 0258-2236 2519-593X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj-art-86c4a16bb6f04628a497e7bdbddc1ae82024-12-07T11:38:37ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2024-12-0142410.38140/pie.v42i4.7044Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performanceBrandon Arendse0Heather Nadia Phillips1Zayd Waghid2Cape Peninsula University of Technology, South AfricaCape Peninsula University of Technology, South AfricaCape Peninsula University of Technology, South Africa Principals and school management teams are expected to provide unwavering leadership and professional and sustainable support to create opportunities for teachers and themselves to develop professionally. Currently, the lack of teacher content knowledge, low rates of motivation and accountability are key challenges resulting in the low-quality education systems in South Africa. Management teams perceive their roles to be managerial and administrative and detracts from leading teaching and learning and curriculum coverage. Furthermore, there are few systems to hold principals and teachers accountable for the academic performance of learners. This makes school leadership’s role inimitable with regard to creating a learning environment for teachers where they realise the value professional development has for the effective management of schools as well as improved learner performance. Fullan’s (2002) theory: “leadership in a culture of change” purports that school leadership has the responsibility to transform schools through collaborative efforts, working towards creating change as education evolves preparing for 21st century teaching and learning. This interpretive, qualitative study explores how principals and school management teams lead professional development in public schools in order to improve learner performance. Two principals and their management teams were purposively sampled. Data was collected through semi-structured and focus group interviews and was inductively analysed. The results show evidence of the importance of school leadership understanding the value of managing and leading development in order to attain organisational goals. Continuously capacitating teachers improved teaching and learning and ultimately improved learner performance. https://journals.ufs.ac.za/index.php/pie/article/view/7044Continuous professional teacher developmentincreased performanceleadership principalsschool management teams |
| spellingShingle | Brandon Arendse Heather Nadia Phillips Zayd Waghid Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance Perspectives in Education Continuous professional teacher development increased performance leadership principals school management teams |
| title | Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance |
| title_full | Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance |
| title_fullStr | Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance |
| title_full_unstemmed | Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance |
| title_short | Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance |
| title_sort | leadership dynamics managing and leading continuous professional teacher development in schools to enhance learner performance |
| topic | Continuous professional teacher development increased performance leadership principals school management teams |
| url | https://journals.ufs.ac.za/index.php/pie/article/view/7044 |
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