Leadership Development: A Lever for System-Wide Educational Change

Autor/inn/en	Naicker, Suraiya R.; Mestry, Raj
Titel	Leadership Development: A Lever for System-Wide Educational Change
Quelle	In: South African Journal of Education, 36 (2016) 4, Artikel 1336 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Naicker, Suraiya R.) ORCID (Mestry, Raj)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Change; Leadership Training; Change Strategies; Principals; Superintendents; Management Development; Low Achievement; School Effectiveness; Capacity Building; Questionnaires; Observation; Interviews; Organizational Communication; Values; Collegiality; College School Cooperation; Program Implementation; Attitude Change; Foreign Countries; Case Studies; Participant Observation; Qualitative Research; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Führungslehre; Lösungsstrategie; Principal; Schulleiter; Schulrat; Unterdurchschnittliche Leistung; Schuleffizienz; Fragebogen; Beobachtung; Interviewing; Interviewtechnik; Wertbegriff; Kollegialität; Attitudinal change; Einstellungsänderung; Ausland; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Qualitative Forschung; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The continuous poor performance of South Africa's learners is detrimental to its developing economy. The need for education change prompted two universities to initiate a system-wide change strategy in a poorly performing school district. The leverage for change was leadership development, involving school principals and district officials. The global impetus for driving leadership development is based on the positive association between high-quality leadership and effective schools. The change strategy was a three year leadership development intervention programme. An evaluative case study was used to investigate the experiences of the participants during the implementation of the programme. Research methods included individual interviews, observation, and a survey by means of a questionnaire. Using systems theory as a theoretical framework, various disconnections were identified in the school district. These disconnections concern the interrelationships between the educational leaders which hinder organisational learning. Changing the culture of the school district through system-wide collaboration could be the key to systemic improvements. Strategies such as collective capacity building, joint problem-solving, networking and system leadership, might provide the essential "glue" for strengthening the interconnections within the school district. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01