This article argues that the work of school principals in South Africa is shaped by two major sets of constructs or ‘landscapes’: the literature on leadership and management which provides particular constructions of the field and its changes; and the terrain of new policy frameworks adopted after apartheid to transform the education system.
This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard.
A collection of reports and other resources on from the Wallace Foundation with insights into school leadership and how to improve it.
Effective leadership is vital to the success of a school. Research and practice confirm that there is slim chance of creating and sustaining high-quality learning environments without a skilled and committed leader to help shape teaching and learning.
In a Report on Self Evaluation of School Leadership (The Inspectorate School Improvement and Quality Unit, October 2015), guiding principles for effective leadership in Irish schools is defined as follows:
In his Policy on the South African standard for principalship presentation at the Emasa Conference, James Ndlebe outlined eight key competencies for principalship as defined by the Department of Basic Education.
The Training and Teaching of mathematics is matter of teacher subject knowledge and pedagogy. But its implementation in the school context is a matter of organisation and authority.
Improving the quality of education in South Africa’s public schools is one of the essential goals of the National Development Plan. Given the challenges faced by many schools in our country, it has become widely accepted that they will be unable to fully achieve their improvement goals on their own unless networks of support are built around the learners.
Mpondombini Secondary School in the Eastern Cape province of South Africa has made a name for itself. The pass rate at Matric, the final school exam, reached an incredible 96%.
Education Week 2010: Kathy Kallaghan: The role of school governing bodies in developing functional schools Conference Video This presentation was given by Kathy Kallaghan at the 2010 Education Week Conference held in Johannesburg, South Africa. Mindset Network Copyright Notice. ( E00149957 )
The School Governing Body Elections kicked off in schools across South Africa! This video explains why good governance is important in schools.
One of the best safeguards to ensuring a fair education system is making sure that all teachers have a similar level of capability. In a good system, a child in a rural poorer community and a child in a wealthier urban suburb should have an equally good teacher standing in front of them every day. But, when we look at the data on how teachers are trained in South Africa, it is clear that our system still sets teachers up for failure long before they even enter the classroom – and in the process further disadvantages the children they teach.
Tags: teacher support