Editorial: Educational Leadership and Organisational Development and Change in a Developing Country

Jan Heystek

doi:10.15700/saje.v36n4editorial

Abstract

There are some strong indications that leadership is fundamental to the improvement of the quality of education (Bush, 2009, 2012; Hallinger, 2011; Huber, 2004), although there does not appear to be conclusive empirical evidence of a direct link between leadership and education improvement over the longer term (five years and more) (Bush, 2012; Hallinger, 2011).

Highlights

There are some strong indications that leadership is fundamental to the improvement of the quality of education (Bush, 2009, 2012; Hallinger, 2011; Huber, 2004), there does not appear to be conclusive empirical evidence of a direct link between leadership and education improvement over the longer term (Bush, 2012; Hallinger, 2011)
This issue must be contextualised in an emerging economy, and a society still transforming into a fullyfledged democracy, where social justice and equity are key issues to be addressed by school leaders
New curricula or new policies are part of the normal changes in education, where leaders are responsible for the implementation and change

Summary

Introduction

There are some strong indications that leadership is fundamental to the improvement of the quality of education (Bush, 2009, 2012; Hallinger, 2011; Huber, 2004), there does not appear to be conclusive empirical evidence of a direct link between leadership and education improvement over the longer term (five years and more) (Bush, 2012; Hallinger, 2011). Some of the important contributions are the use of action research as the methodology, as well as Cultural-Historical Activity Theory, which are not commonly used in leadership research in schools in South Africa. Curriculum leadership receives special attention, with three articles linked to this focus, which emphasise the importance of this specific focus for leaders.

Results

Conclusion