Leadership Competencies for Teacher Professional Development: Perspectives of Namibian Principals, Heads of Departments and Teachers

Autor/inn/en	So-Oabeb, Josef; du Plessis, Andre
Titel	Leadership Competencies for Teacher Professional Development: Perspectives of Namibian Principals, Heads of Departments and Teachers
Quelle	In: Perspectives in Education, 41 (2023) 2, S.16-32 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (So-Oabeb, Josef) ORCID (du Plessis, Andre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Faculty Development; Administrator Effectiveness; Teacher Administrator Relationship; Principals; Administrator Attitudes; Leadership Effectiveness; Teacher Attitudes; Department Heads; Foreign Countries; Instructional Leadership; School Administration; Namibia + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungseffizienz; Lehrerverhalten; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Using a blend of functional, distributed, and instructional leadership theories as a theoretical lens, this article presents the perspectives of Namibian principals, heads of departments (HODs) and teachers on the various leadership competencies that are required in their role of enabling school leaders to support their teachers' professional development. The study was approached from a pragmatist perspective employing a mixed-methods methodology. The sequential explanatory design employed combined quantitative and qualitative data obtained from school principals, HODs and teachers. Analysis entailed the generation of descriptive statistics using SPSS and open coding of qualitative data to generate themes. It was found that school leaders require multiple competencies, such as accountability, effective communication, good interpersonal relations, subject-matter competencies, administrative competencies, digital competencies and listening skills to be able to support their teachers' professional development efforts. This study provides insights into how school leadership competencies enable principals' and HODs to support teacher professional development within a Namibian context. The study also provides a new knowledge base for Namibian policy makers, political office bearers and administrators to avail human and financial resources to capacitate school leaders with much needed competencies to be able support teachers' professional development through training. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01