Leaving a Sinking Ship? School Principals in Flight, Lessons and Possible Solutions

Autor/in	Msila, Vuyisile
Titel	Leaving a Sinking Ship? School Principals in Flight, Lessons and Possible Solutions
Quelle	In: Africa Education Review, 14 (2017) 1, S.87-104 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224575
Schlagwörter	Foreign Countries; Principals; Faculty Mobility; Retirement; Career Change; Qualitative Research; Administrator Attitudes; Semi Structured Interviews; Blacks; Burnout; Teacher Persistence; Unions; School Administration; Mentors; Administrator Education; Professional Development; School Districts; School Personnel; Data Analysis; Educational Improvement; Leadership Effectiveness; School Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Pensionierung; Career changes; Berufswechsel; Qualitative Forschung; Black person; Schwarzer; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; School district; Schulbezirk; Schulpersonal; Auswertung; Teaching improvement; Unterrichtsentwicklung; Führungseffizienz; Schuleffizienz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This qualitative study was motivated by a sizeable number of school principals retiring early in South African schools. They either leave teaching for other careers or retire before the retirement age of sixty. It was then necessary to explore what factors, if any, made them leave school management and the teaching career. Sixteen school principals were purposefully selected and interviewed through semi-structured interviews. Eleven of these had already left teaching in the previous four years, while the others were waiting for their last days in teaching at the time of the study. The results illustrate that there are various reasons that lead to the early retirement of school principals from historically black schools. Among these are burnout, lack of teacher commitment, increased unionisation of teachers as well as the non-involvement of district officials in the schools' improvement and management plans. Consequently, many participants maintained that it was almost impossible to run schools effectively when this scenario prevailed. The conclusions point out that school managers and leaders need to be supported in various ways as they steer various programmes in their schools. This includes constant mentoring, management preparation as well as continual formal professional development programmes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01