Not a Panacea, but Vital for Improvement? Leadership Development Programmes in South African Schools

Autor/inn/en	Kirori, Maureen; Dickinson, David
Titel	Not a Panacea, but Vital for Improvement? Leadership Development Programmes in South African Schools
Quelle	In: South African Journal of Education, 40 (2020) 1, Artikel 1625 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kirori, Maureen) ORCID (Dickinson, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Leadership Training; Foreign Countries; Public Schools; Leadership Effectiveness; School Effectiveness; Principals; School Business Relationship; Cost Effectiveness; Program Effectiveness; Partnerships in Education; Transfer of Training; Peer Teaching; Capacity Building; Program Design; Program Evaluation; Program Content; Educational Improvement; Elementary Secondary Education; South Africa + Suchen Sie Ihr Suchwort? Führungslehre; Ausland; Public school; Öffentliche Schule; Führungseffizienz; Schuleffizienz; Principal; Schulleiter; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Hochschulpartnerschaft; Training; Transfer; Ausbildung; Peer group teaching; Peer Group Teaching; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Programmgestaltung; Teaching improvement; Unterrichtsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The performance of South Africa's educational system in national and international tests indicates that a large proportion of its public schools are underperforming. Ineffective leadership has been put forward as one reason. This paper analyses a leadership development programme, Partners for Possibility (PfP), which seeks to strengthen leadership in underperforming schools. PfP employs a one-year, cross-sector social partnership that pairs school principals with business leaders. Literature on leadership development attests to the problem of learning transfer. Interviews were conducted with 9 PfP principal business leader dyads and 4 PfP unpaired participants. The research also included observations of PfP meetings and analysis of PfP reports. Although PfP's partnerships were found to support the school principals' learning, the cost of the programme limits its scalability. PfP's group learning component was also found to sometimes divert partnerships from transformational to transactional forms. This study contributes to the understanding of learning transfer within social partnerships. It also highlights a limitation of programmes such as PfP, which aim at school improvement, but are not focused on instructional practice. The article explores ways in which partnership programmes could be strengthened. (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. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01