Strengthening School’s Management Capacity for Better Education Outcomes in Eswatini: Calling for a Paradigm Shift

Abstract

This paper provides a critical analysis of the various competencies necessary for the development and training of effective principals in the light of the current school administrative and management practice in Eswatini. In order to provide a cadre of effective school administrators, it is important that administrators get equipped with a range of the essential administrative and management skills. The Eswatini education school system allows for ascendency into management and administrative positions without the requisite knowledge and experience. Promoted officers invariably tend to get presented with the learning-on-the-job kind of experiential management engagement. Yet the Principals and their Deputies are disproportionately critical in the facilitation and implementation of the current education reform processes. Furthermore, there seems to be rare if at all any occasions where they are assisted to deal with the “culture shock” in their new roles as Managers of schools —they are left to swim or sink on their own. This paper presents findings drawn from observations, experiential practice and interaction with some principals in the Manzini Region. It further suggests pathways for addressing the critical administrative and management gaps in the school education system. These include constructive utilization of pre-deployment capacity building forums, on the job training, supportive supervision, monitoring and evaluation for optimal educational outcomes. Keywords: Principals, Management, Administration, Development, Supportive Supervision, Monitoring, Evaluation & Educational Outcomes.