Teacher Leadership in South Africa: The Power of Influence in Restoring Social Justice

Abstract

This chapter focusses on teacher leadership as a power of influence in post-apartheid South Africa. Since the abolishment of the apartheid regime and the establishment of a democratic society in South Africa, many changes have occurred, specifically in the education system. These changes did not always result in improvement and success. Spaull (South Africa’s education crisis: the quality of education in South Africa 1994–2011. Centre for Development & Enterprise. Retrieved on March 14, 2019, from https://www.section27.org.za/wp-content/uploads/2013/10/Spaull-2013-CDE-report-South-Africas-Education-Crisis.pdf , 2013) indicated that the country “has the worst education system of all middle-income countries that participate in cross-national assessments of educational achievement” (p. 3). Leadership, specifically teacher leadership, is seen as a possible key contributor to effective education and the transformation of South African schools (Grant C, Educ Manag Adm Leadersh 47:37–55, 2019). It is required that teachers assume certain leadership roles and responsibilities to ensure sustainable school improvement through continued professional teacher development (CPTD) (Naidoo P, S Afr J Educ 39:1–14, 2019). This study explored the conceptualization and power of influence regarding teacher leadership in South Africa and was guided by the following research question: What is the meaning of teacher leadership in South Africa implied in official documentation and what power of influence do teacher leaders have in restoring social justice? Underpinned by the interpretive paradigm, the research approach was qualitative and involved a document analysis of selected official documents, including legislation, policy documentation, reports, guidelines, and frameworks. The data obtained from the documents were analyzed by means of content analysis. First, a priori coding was applied during the analysis, using the attributes identified by Webber (A rationale and proposed design for researching teacher leadership. Paper presented to the International Research Conference, hosted by the Faculty of Education at Guangxi Normal University in Guilin, China, May 26–27, 2018) and second, open coding was used to identify emerging themes. The findings revealed the different influence spheresInfluence spheres of teacher leadershipTeacher leadership in South AfricaSouth AfricaSouth Africa, as well as the focus on influencing the restoration of social justiceRestoration of social justice. Through teacher leadershipTeacher leadership and the influenceInfluences of teacher leaders, the injustices of the past should be addressed from a social justiceSocial justiceSocial justice perspective. Findings further indicated the influential characteristics of teacher leaders as well as how they exercise influenceInfluenceInfluences. In South AfricaSouth Africa, the focus is currently on the training of school leadersSchool leaders, through formal qualifications as well as professional developmentProfessional development opportunitiesOpportunities. The findings of the research necessitate the development of teacher leaders through initial preservice training as well as in-service professional developmentProfessional development to ensure school improvementSchool improvement and restore social justiceSocial justice.