Generic placeholder image

Current Social Sciences

Editor-in-Chief

ISSN (Print): 2772-316X
ISSN (Online): 2772-3178

Research Article Section: Social Work

The Impact of Policy on Principals’ Leadership and Management Skills and Student Achievement in Rural Secondary Schools: A South African Case Study

Author(s): Rekai Zenda*

Volume 1, 2023

Published on: 06 March, 2023

Article ID: e090223213555 Pages: 11

DOI: 10.2174/2772316X01666230209151343

Open Access Journals Promotions 2
Abstract

Background: Globally, policy and leadership and management skills of principals that are congruent foster future-focused learning and guide teachers and students towards a passion for learning and for growing creatively and collaboratively.

Methods: The qualitative research was undertaken and the Cultural-Historical Activity theory was used as a theoretical lens to determine the impact of policy on principals’ leadership and management skills and student achievement.

Results: The results showed that policy and leadership and management skills enabled school principals to effectively implement, assess, monitor learning activities, enhanced student behaviour and provision of resources.

Conclusion: Implications uncovered in this research include providing school principals with access to training courses to improve their understanding of the teaching and learning methodologies to enhance student achievement, particularly in science.

Keywords: Leadership skills, management skills, theoretical lens, monitor learning activities, provision of resources, Cultural- Historical Activity theory.

[1]
Thanomton, C.; Niyamabha, A.; Wichitputchraporn, W.; Koedsuwan, S. A casual model of transformational leadership and school environments through basic psychological needs affecting teachers’ engagement in professional learning in schools under the Bangkok Metropolitan Administration. PSAKUIJIR, 2018, 7(2), 73-81.
[2]
Department of Basic Education. A National Curriculum and Assessment Policy Statement (CAPS); Government Printers: Pretoria, South Africa, 2011.
[3]
Taylor, N. What is wrong with South African schools? JET education services,, 2008. Available from: http://www.jet.org.za/events/conferences [Accesses on: 18 May 2011]
[4]
Tobin, J. Management and leadership issues for school building leaders. national council of professors of educational administration. J. Edu. Leadersh. Prepa., 2014, 9(1), 1-14.
[5]
Ogunshola, F.R. Principals’ gender and their managerial effectiveness in federal capital territory senior secondary schools, ABUJA Nigeria. South Africa International Conference on Education 17-19 September, 2018, pp. 120-134.
[6]
Statistics South Africa. Focus on schooling in Eastern Cape REPORT No. 92-01-02., 2013.
[7]
Tshiredo, L.L. The impact of the curriculum change in the teaching and learning of science: A Case Study in Under-resourced Schools in Vhembe. Doctoral Dissertation, University of South Africa: Pretoria, June 2013.
[8]
Cameron, L. Higher grade-Dinaledi schools initiative helps boost maths, science pass rates. Eng. News, 2009, 29(31), 1-104.
[9]
Reddy, V.; Bhorat, H.; Powell, M.; Visser, M.; Arends, F. Skills supply and demand in South Africa. Labour Market Intelligence Partnership (LMIP), 2016. Available from: https://lmip.org.za/document/skills-supply-and-demand-south-africa
[10]
Liu, S.; Hallinger, P.; Feng, D. Learning-centered leadership and teacher learning in China: does trust matter? J. Educ. Adm., 2016, 54(6), 661-682.
[http://dx.doi.org/10.1108/JEA-02-2016-0015]
[11]
Losen, D.; Hodson, C.; Keith, M.A.; Morrison, K.; Belway, S. Are we closing the school gap?; The Center for Civil Rights Project, University of California: Los Angeles, 2015. Available from: https://escholarship.org/uc/item/2t36g571
[12]
N Pandor: South African Principals Association Provincial Annual Conference, 2006. Available from: https://www.gov.za/n-pandor-south-african-principals-association-provincial-annual-conference
[13]
Ministerial Review Committee on School Governance. School governance in South African public schools; Department of Education: Pretoria, South Africa, 2004.
[14]
Zheng, X.; Yin, H.; Li, Z. Exploring the relationships among instructional leadership, professional learning communities and teacher-efficacy in China. Educ. Manage. Adm. Leadersh., 2018, 47(6), 843-859.
[http://dx.doi.org/10.1177/1741143218764176]
[15]
Lixia, C. The relationship between leadership styles and teaching quality in lower secondary schools in Liang Zhou District of Wuwei, Gansu, China. Asian Polit. Sci. Rev., 2017, 1(1), 71-78.
[http://dx.doi.org/10.12778/235108617X15452339029545]
[16]
Kuanprasert, K.; Phetsombat, P. The relationship between servant leadership of school administrator and job motivation of teachers under Saint Maria Academy. Asian Polit. Sci. Rev., 2019, 3(2), 89-95.
[17]
Botha, R.J. Excellence in leadership: demands in the professional school principal. S. Afr. J. Educ., 2004, 24(3), 239-243.
[18]
Australian Institute for Teaching and Leadership. Australian professional standards for teachers. Education Services Australia: Calton South, Australia, 2018. Available from: https://www.aitsl.edu.au/standards.
[19]
Brooks, R.; Wong, B. Why scientists should have leadership skills? Sci. Am., 2017. Available from: https://blogs.scientificamerican.com/observations/why-scientists-should-have-leadership-skills/
[20]
John, M. Physical sciences teaching and learning in Eastern Cape rural schools: Reflections of pre-service teachers. S. Afr. J. Educ., 2019, 39(1), S1-S12.
[http://dx.doi.org/10.15700/saje.v39ns1a1660]
[21]
A framework for K-12 science education standards, Practices, crosscutting concepts, and core ideas. The National Academies Press: Washington, DC. 2012. Available from: www.nap.edu
[22]
Ahmed, S.; Hussain, R.M. Instructional leadership practices of the excellent school principals in Aceh, Indonesia: Managing the instructional program. IJIS, 2012, 48, 81-95.
[23]
Maccoby, M. Understanding the difference between management and leadership. Res. Technol. Manag., 2000, 43(1), 57-59.
[http://dx.doi.org/10.1080/08956308.2000.11671333]
[24]
Mathibe, I. The professional development of school principals. S. Afr. J. Educ., 2007, 27, 523-540.
[25]
Metz, K. E. Young children’s inquiry in Biology: Building the knowledge bases to empower independent inquiry. 2000. In J. Minstrell & E. van Zee (Eds.), Inquiring into inquiry in science learning and teaching (pp. 371-404). Washington, DC: American Association for the Advancement of Science.
[26]
Levin, S.; Leung, M.; Edgeton, A.K.; Scott, C. Elementary school principals’ professional learning: Current status and future needs; Learning Policy Institute: Palo Alto, CA, 2020. Available from: https://learningpolicyinstitute.org/product/elementary-school-principals-professional-learning-report
[27]
Bush, T.; Kiggundu, E.; Moorosi, P. Preparing new principals in South Africa: The ACE: School Leadership Programme. S. Afr. J. Educ., 2011, 31(1), 31-43.
[http://dx.doi.org/10.15700/saje.v31n1a356]
[28]
National teacher and principal survey. (2017-2018). In: Methods and Procedures; National Centre for Education Statistics., 2017.
[29]
Hartinah, S.; Suharso, P.; Umam, R.; Syazali, M.; Lestari, B.D.; Roslina, R.; Jermsittiparsert, K. Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia. Manag. Sci. Lett., 2020, 10(1), 235-246.
[http://dx.doi.org/10.5267/j.msl.2019.7.038]
[30]
Rural Education Draft Policy Government Gazette, 2017, 630(41321), 15.
[31]
Nguyen, D.T.; Ng, F.S.D. Applying the Rasch model to investigate Singapore principals’ instructional leadership practices. Leading and Managing, 2014, 20, 1-26.
[32]
Wong, C.P.; Ng, D. The roles of school leaders in developing future-ready learners: The case of Singapore. Int. J. Educ. Manag., 2021, 35(1), 249-269.
[http://dx.doi.org/10.1108/IJEM-06-2020-0283]
[33]
Mestry, R. A critical analysis of legislation on the financial management of public schools: A South African perspective. De Jure , 2013, 46, 162-177.
[34]
Xaba, M.; Ngubane, D. Financial accountability at schools: Challenges and implications. J. Educ., 2010, 50, 139-160.
[35]
Bayeni, S.D. Principals influencing education policy practice: A case study of two schools. Education leadership, management and governance in South Africa; Chikoko, V; Jorgensen, K.M., Ed.; Nova Science Publishers: New York, NY, 2012, pp. 179-194.
[36]
Blakemore, K. Social policy: An introduction; Open University Press: Buckingham, 2003.
[37]
Honig, M.I. Ed. New directions in educational policy implementation: Confronting complexity; Sunny Press: New York, VA, 2006.
[38]
Spillane, J.P.; Gomez, L.M.; Mesler, L. Notes on reframing the role of organizations in policy implementation: Resources for practice, in practice. In: Handbook of education policy research; New York, NY Routledge, 2009.
[39]
Thorius, K.A.K.; Maxcy, B.D. Critical practice analysis of special education policy: An RTI example. Remedial Spec. Educ., 2015, 36(2), 116-124.
[http://dx.doi.org/10.1177/0741932514550812]
[40]
Gronn, P. Distributed leadership as a unit of analysis. Leadersh. Q., 2002, 13(4), 423-451.
[http://dx.doi.org/10.1016/S1048-9843(02)00120-0]
[41]
Kotter, J.P. What leaders really do? Harv. Bus. Rev., 2001, 79(11), 85-96.
[PMID: 10104518]
[42]
Mottet, T.P.; Martin, M.M.; Myers, S.A. Relationships among perceived instructor verbal approach and avoidance relational strategies and students’ motives for communicating with their instructors. Commun. Educ., 2004, 53(1), 116-122.
[http://dx.doi.org/10.1080/0363452032000135814]
[43]
Puteh, M. The classroom physical environment and its relationship to teaching and learning comfort level. Int. J. Soc. Sci. Humanit., 2015, 5(3), 237-240.
[44]
Barrett, A.M.; Gardner, V.; Joubert, M.; Tikly, L. Approaches to strengthening secondary STEM & ICT education in Sub-Saharan Africa; University of Bristol: UK, 2019.
[http://dx.doi.org/10.15868/socialsector.35787]
[45]
Johnson, S.; Hodges, M.; Monk, M. Teacher development and change in South Africa: A critique of the appropriateness of transfer of northern/western practice. Compare, 2000, 30(2), 179-192.
[http://dx.doi.org/10.1080/713657456]
[46]
Legotlo, M.W.; Maaga, M.P.; Sebego, M.G. Perceptions of stakeholders on causes of poor performance in grade 12 in a province in South Africa. S. Afr. J. Educ., 2002, 22(2), 113-118.
[47]
Kramer, D. OBE teaching tool box: OBE strategies, tools and techniques for implementing curriculum 2005.Cape Town; Vivlia. Publishers, 2002.
[48]
South Africa. South African Schools Act 84 of 1996. Code of conduct. Government Gazette, 377. Cape Town; Government Printers: South Africa, 1996.
[49]
Meador, D. The role of the principal in schools.Will & Deni: Mclntyre.,, 2019.
[50]
Suleman, Q.; Aslam, H.D.; Hussain, D.I. Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat Division. Parkistan. Int. J. Learn. Dev., 2014, 4(1), 71-82.
[http://dx.doi.org/10.5296/ijld.v4i1.5174]
[51]
Plessis, P. Learner discipline in crisis: Can South African schools overcome the problem? Int. J. Educ. Sci., 2015, 9(3), 383-394.
[http://dx.doi.org/10.1080/09751122.2015.11890328]
[52]
McHenry, I. Conflict in schools. Phi Delta Kappan, 2000, 82(3), 223-227.
[http://dx.doi.org/10.1177/003172170008200308]
[53]
Joubert, R.; & Serakwane, J. Establishing discipline in the contemporary classroom. J. Edu. Stud., 2009, 8(1)
[54]
Queen-Mary, T.N.; Mtapuri, O. Teachers’ perceptions of the Integrated quality management system: Lessons from Mpumalanga, South Africa. S. Afr. J. Educ., 2014, 34(1), 1-14.
[http://dx.doi.org/10.15700/201412120945]
[55]
Glennerster, R.; Kremer, M.; Mbiti, I.; Takavarasha, K. Access and quality in Kenya education system: A review of progress, challenges and potential solutions; , 2011. Available from: https://kerd.ku.ac.ke/handle/123456789/1571
[56]
Smith, M.K. The learning organisation. In: Informal education; , 2001. Available from: http://www.infed.org/biblio/learningorganisations.htm
[57]
Mogashoa, T.I. Teaching and learning policies in South African schools in the new democratic dispensation: A critical discourse analysis. Doctor of Education, University of South Africa: Pretoria, June , 2013.
[58]
Organisation for Economic Co-operation and Development. Reviews of national policies for education: South Africa. Paris; OECD publishing, 2008.
[59]
Brooks, M.G.; Brooks, J.G. The courage to be constructivist. Educ. Leadersh., 1999, 57(3), 18-24.
[60]
Foot, K.A. Cultural-historical activity theory as practice theory: Illuminating the development of conflict-monitoring network. Commun. Theory, 2001, 11(1), 56-83.
[http://dx.doi.org/10.1111/j.1468-2885.2001.tb00233.x]
[61]
Engeström, Y.; Miettinen, R.; Punamäki, R. Perspectives on activity theory; Cambridge University Press: Cambridge, 1999.
[http://dx.doi.org/10.1017/CBO9780511812774]
[62]
Spillane, J.P. Distributed leadership; Jossey-Bass: San Francisco, 2006.
[63]
Mills, A.; Murgatroid, S. Organisational rules: A framework for understanding organisational action; Open University Press: Philadelphia, England, 1991.
[64]
Engle, R. The productive disciplinary engagement framework: Origins, key concepts, and development. Design research on learning and thinking in educational settings; Dai, D., Ed.; Taylor & Francis, Educational Psychology Press: New York, 2011.
[65]
Conger, J.A. Charismatic and transformational leadership skills for scientists; Cold Spring Harbor Laboratory Press: Cold Spring Harbor, NY, 1999, Vol. 2, .
[66]
Halverson, R. Accessing, documenting and community practical wisdom: Thephonesis of school leadership practice. Am. J. Educ., 2004, 111(1), 90-121.
[http://dx.doi.org/10.1086/424721]
[67]
Grimes, P.; McDonald, S.; van Kampen, P. “We’re getting somewhere”: Development and implementation of a framework for the analysis of productive science discourse. Sci. Educ., 2019, 103(1), 5-36.
[http://dx.doi.org/10.1002/sce.21485]

© 2024 Bentham Science Publishers | Privacy Policy