Abstract

This study was undertaken to explore the role of principals in the capacity development of post level one teachers for school leadership positions. The success of a school and its attendant learner achievement depends largely on good school leadership. Thus, it is highly unlikely that poor or ineffective school leadership will lead to successful schools. This study argues that it is the responsibility of principals to ensure that ample opportunities exist for leadership development of post level one teachers. A qualitative research approach was selected to investigate the role principals play in building leadership capacity in post level one teachers. Semi-structured individual interviews were conducted with ten (10) participants at two (2) schools: one (1) principal and four (4) post level one teachers per school. The findings indicated that in both schools there was leadership capacity development taking place, but notably in different forms. It became clear that only some teachers in the participating schools were receiving adequate or effective leadership capacity development. A significant finding of this study is that principals play a fundamental role in the creation of subcommittees to enhance leadership capacity for post level one teachers. The study highlights the need that sub-committees be given sufficient authority and power to make decisions that benefit both the development of teacher leadership as well as improve teaching and learning in schools. Lastly, the study recommends that a five-year leadership capacity building program, as an internal in-service program, be introduced for all post level one teachers in schools to aid leadership capacity development.

Highlights

  • The appointment of teachers in leadership positions in South African schools has been controversial, contested and disputed by teachers and teacher unions for many decades (Wills, 2015:6; Zengele, 2013:18)

  • The researchers embarked on this study to understand the role that principals play in the leadership capacity development of PL1 teachers for school leadership

  • This paper answered this research question, “How can the current practices and opportunities regarding leadership development of PL1 teachers in two secondary schools be understood?” In response to this research question, this study has shown that the principal plays a fundamental role in the creation of opportunities that promote and advocate for leadership capacity development among PL1 teachers and this role cannot be underestimated

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Summary

Introduction

The appointment of teachers in leadership positions in South African schools has been controversial, contested and disputed by teachers and teacher unions for many decades (Wills, 2015:6; Zengele, 2013:18). Many teachers have questioned the skills, qualifications and factors surrounding suitability that is required of teachers in order for them to be appointed into school leadership or senior management positions. Principals’ role in leadership capacity development “jobs for cash” exposé, Haper and Masondo (2014:2) conducted investigations into the appointments of teachers to school leadership positions. In 2014 a ministerial task team (MTT) was appointed by the Minister of Department of Basic Education (DBE), Angie Motshekga, to investigate the allegations made by City Press. The DBE, MTT (2016:140) concluded that there were irregularities in the appointment of teachers into leadership and other positions. These indiscretions put into question the suitability of candidates for leadership positions. This study was undertaken with a view of exploring: how can the current practices and opportunities regarding leadership development of post level one (PL1) teachers in two secondary schools be understood?

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