Abstract
Understanding the role school leadership plays in rebuilding schools as professional learning communities is a crucial step forward in tackling the numerous challenges of conflict and post-conflict school reconstruction. The purpose of this article is to find out the role school leadership plays in a conflict and post-conflict environment school reconstruction as a professional learning community. Qualitative research method was used and the data were collected using interviews. The major findings included a shared supportive leadership that worked collaboratively with other stakeholders to overcome its challenges, provided the needed supportive conditions and reforms and overcame its psychological challenges. This article challenges schools and all those involved in education in conflict and post-conflict societies to rethink their school improvement strategies.
Highlights
Education is crucial in rebuilding shattered societies in both conflict and post-conflict environments
School leadership: The principal is at the centre of school leadership but he/she is not alone
The major findings for the role of school leadership are as follows: The school leadership shares responsibilities and supports its staff, works collectively for school improvement, tackled the challenges faced by the school, provides supportive conditions, provides an environment where peers share their personal practice and the school leadership are guided by shared values and vision
Summary
Education is crucial in rebuilding shattered societies in both conflict and post-conflict environments. (2016) School Leadership Role in a Conflict and Post-Conflict Environment School Reconstruction as a Professional Learning Community. D. Nkengbeza dangerous environment not conducive for learning, available guns in the wrong hands, and a society that is impregnated by fear and loss of hope [1] [2]. Professional learning communities (PLCs) bring general satisfaction, higher moral and low dropout and absenteeism for both students and teachers. Smith [18] has advocated the view that in post-conflict societies more focus should be given to the youths in addressing their needs and that education should address the past. Nkengbeza [5] has advocated the introduction of peace education in schools in ordinary societies and in conflict and post-conflict societies to prevent the emergence of conflict. “Education does not cause wars, nor end them; every education system has the potential either to exacerbate or to mitigate the conditions that contribute to violent conflict” [1]
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