Leadership and Motivation for Improved Academic Performance in Schools in Low Socio-Economic Contexts

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Autor/inn/en	Heystek, Jan; Emekako, Raymond
Titel	Leadership and Motivation for Improved Academic Performance in Schools in Low Socio-Economic Contexts
Quelle	In: International Journal of Educational Management, 34 (2020) 9, S.1403-1415 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-10-2019-0378
Schlagwörter	Academic Achievement; Teacher Motivation; Teacher Administrator Relationship; Teacher Effectiveness; School Effectiveness; Secondary Schools; Rural Schools; Disadvantaged Environment; Context Effect; Educational Improvement; Socioeconomic Status; Leadership Effectiveness; Principals; School Administration; Foreign Countries; Developing Nations; South Africa + Suchen Sie Ihr Suchwort? Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Sekundarschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching improvement; Unterrichtsentwicklung; Socio-economic status; Sozioökonomischer Status; Führungseffizienz; Principal; Schulleiter; Ausland; Developing country; Developing countries; Entwicklungsland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: This paper examines motivational practices and engagements of schools -- through strategies developed by principals with the members of the school management team -- to improve academic performance. Design/methodology/approach: The research used an interpretive approach within a qualitative design in which schools were purposefully selected. In each of the sampled schools, individual interviews were conducted with the principal as well as a focus group with the school management team and another focus group was identified teachers. Findings: The main findings reveal that school labelling (where schools are labelled as underperforming schools) as a public notice was identified as the main push towards intrinsic motivation, especially when positive results in learner performance are eventually achieved. Extra classes, teaching collaboration, monitoring and team building were some of the main strategies used. Efforts appear to focus on performance in Grade 12 examinations. Therefore, the study recommends that attention be spread across all grades as a long-term improvement plan for the education system. Furthermore, since these strategies have worked successfully, the national and the provincial education departments should consider developing plans for academic improvement based on these strategies. Research limitations/implications: This research contributed to the understanding of school improvement in a specific context of low socio economic and societal context and schools are able to improve in spite of the challenging context. This is specifically in a developing country's context. More research can be conducted about the specific influence of intrinsic motivation and how extrinsic factors can become internalised as intrinsic motivation factors. Practical implications: The findings from this project can provide leadership at schools with the necessary information and examples of what can be done to get teachers to improve the performance in a challenging context. The use of extrinsic as well as intrinsic motivational actions can provide the leadership with the necessary guidelines to implement in their schools. The appointment of principals with specific characteristics needed attention in policy as well as the practice of the appointment process. Originality/value: The research is contributed to the knowledge of school improvement from a perspective of a developing country and is using motivational theories within this context. The limited literature which links motivation to the process of school improvement is advanced from ice perspective of low socio economic context in a developing country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01