School-community integration for school change: A case study of a rural secondary school in KwaZulu-Natal

Abstract

This paper presents and discusses the findings of a case study research that was conducted in a secondary school located in a rural community in the north of Durban in KwaZulu-Natal province, South Africa. The value of integrating schools and their communities, where they are located, has been highlighted in literature. Various studies have consistently showed that a metaphorical fence exists between schools and communities in which they are located. Interviews were conducted with the principal, heads of departments, teachers and a group of parents. The findings indicate that the school has successfully implemented development plans using various strategies. Through participative and invitational leadership approaches, the principal managed to solicit buy-in of all stakeholders within and outside the school.