Abstract
The changing social and economic environment has a direct impact on schools and their effective management. School principals have to deal with issues hitherto unknown to them in historical school cultures. This article attempts to describe a South African principal’s experience of the way in which professional development (PD) impacted on the development of the school and the way in which his PD – and that of his staff – manifests itself in the functioning of the school. An exploratory qualitative study employing visual ethnography was deemed appropriate for the study. Convenient and selective sampling was used in the study, identifying a school principal who proved to be an exemplar of a principal placing a high premium on his own continuing professional development and that of others. Data were collected by means of reflexive photography, the principal’s writings and a photo-elicitation interview. The fol-lowing categories emerged from the data: the commitment and attitude of the principal to professional development; the head start: receiving the inviting school award; be positive (B+); a focus on client service (doing more than is expected; the blue and orange card system for learners; and inculcating a value system); and what do we do differently?
Highlights
Principals and educators are facing tough and challenging times in working effectively in schools (Fennell, 2005:145; Hess & Kelly, 2005:2; Rodrigues-Campos et al, 2005:309; Vick, 2004:10)
A case study design helped the researcher to get a better understanding of the phenomenon in its natural setting with an emphasis on the experiences of the principal regarding the impact of professional development (PD) (Creswell, 2007; Meadows, 2003)
The following serve as examples of questions developed for the photo-elicitation interview: Which photos best reveal the impact of PD on the school? Why have you chosen these photos? How do the photos reflect your attitude to PD? How do you see the role of the principal in PD? What guidelines do you suggest for principals who are implementing PD in schools?
Summary
Principals and educators are facing tough and challenging times in working effectively in schools (Fennell, 2005:145; Hess & Kelly, 2005:2; Rodrigues-Campos et al, 2005:309; Vick, 2004:10). It is important for principals to understand leadership as a process and to develop the necessary human relation skills to promote joint action and ensure an improvement in school effectiveness and student learning (Jabal, 2006; McClay & Brown, 2003). Elaborating on this view, Houle (2006:145) asserts: “The tension created in shifting views on the principals requires attention to the professional development (PD) needs of principals in the light of their new roles.”. This article attempts to describe a South African principal’s experience of the way in which his PD – and that of his staff – impacted the development of the school and manifests itself in the functioning of the school
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