School Management Team Members Research Articles

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

PurposePrevious studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.Design/methodology/approachData were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.FindingsResults confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.Research limitations/implicationsThe nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.Practical implicationsThe findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.Originality/valueThe study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange

PurposeRelying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.Design/methodology/approachData were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.FindingsThe results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.Practical implicationsThe findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.Originality/valueTo the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.

Using the Theory of Learning Organisations to Understand the Role of Principals in School Health Promotion: A Case Study

The role of principals is increasingly recognised as important in school health promotion. There is a significant body of literature regarding school health promotion and its benefits for learners and the school community, but little is known about the role of principals. Using Senge’s theory of learning organisations as a framework, this study qualitatively sought to understand the roles of principals in promoting healthy school environments. The study used a combination of semi-structured individual interviews and focus groups to gather data from six school management team members; seven teachers; and three school governing body members from a high school in Fezile Dabi District of the Free State. Individual interview data was obtained and focus group discussions were conducted to confirm the findings. The data gathered was analysed using a combination of inductive classification and theory analysis. The study’s main findings demonstrate that principals should (i) provide leadership in health promotion activities within their schools and in collaborations and partnerships with the external community and (ii) have personal mastery, vision, knowledge and thinking skills to be able to play their role effectively. Furthermore, it was found that all five principles of the theory of learning organisation can be used to understand the role of principals in school health promotion. Based on these findings it is recommended that a learning culture be created in schools. The findings of this research suggest implications regarding both the practice of providing leadership in school health promotion and practices in the preparation of principals and teachers for the task of School Health Promotion. Keywords: Learning Organisations, School Health Promotion, School leadership, Team Learning

Dilemma of School Management Teams in Balancing Discipline and Multiple Deprivations among Learners through Integrated Management Approach

The United Nations Convention on the Rights of the Child (UNCRC) has emphasized the paramount importance of ensuring the safety and protection of children globally. In alignment with this goal, the South African government took a proactive step by prohibiting corporal punishment as a means of disciplining learners within schools. However, this prohibition subsequently led to a resurgence of learner indiscipline within the educational system. The objective of this study was to delve into the experiences of School Management Teams (SMT) employing an integrated management approach to maintain discipline in an environment marked by multiple challenges. Through qualitative research methods involving interviews and document analysis, this study gathered insights from purposively selected participants, including teachers (2), SMT members who are also parents (2), and student leaders (4). Thematic analysis was conducted on the data and findings were categorized based on the emerging themes. The outcomes of this research shed light on several critical factors affecting discipline within schools. Firstly, the leniency exercised by teachers was identified as a significant factor undermining the enforcement of the school code of conduct. Secondly, overcrowded classrooms emerged as a substantial obstacle, making it arduous for teachers to offer individualized attention and promptly address behavioural issues. Lastly, inadequate support from the Department of Basic Education was recognized as a clear barrier to effectively upholding discipline in schools. In light of these findings, it is imperative to advocate for comprehensive training programs and adequate resource allocation for school management teams. These initiatives would equip SMTs to navigate the unique challenges associated with multiple deprivations and effectively manage disciplinary matters. Such investments are indispensable for fostering an environment conducive to effective education and overall growth of learners.

Determining the Roles of School Management Teams in Fostering Entrepreneurship among Learners

This study explored the roles of School Management Teams (SMTs) in fostering entrepreneurship education among learners. Entrepreneurship is recognised as a vital driver of economic growth, innovation, and job creation, making it increasingly necessary to cultivate an entrepreneurial mindset and skill set in learners. SMTs, comprising school administrators, teachers, parents and community representatives, are pivotal in shaping and developing the entrepreneurial potential of students. However, little research has focused specifically on the roles of SMTs in this domain. The study applied a Systematic Literature Review, where 2518 papers were reviewed from academic databases and other research sources, including SAGE, Wiley, Elsevier, and Inderscience, to find pertinent studies published in peer-reviewed journals, conference proceedings, and reports. Two main themes emerged from the analysis: (1) Current roles of SMTs in fostering entrepreneurship among learners, including curriculum development, resource allocation, teacher professional development, community engagement, learner support and guidance, evaluation and assessment, and policy development; and (2) Advising roles of SMTs to foster entrepreneurship in learners, encompassing individual student guidance, group mentoring, career counselling, connecting students with resources, monitoring progress, and celebrating success. Recommendations include strengthening collaboration and networking, providing continuous professional development for SMT members, integrating entrepreneurship education into the curriculum, establishing school support structures, implementing effective evaluation and assessment mechanisms, and engaging in policy advocacy. By implementing these recommendations, SMTs could enhance their roles in fostering entrepreneurship among learners, creating a supportive and conducive ecosystem that nurtures and develops entrepreneurial attitudes and competencies.

Barriers and Challenges Related to Cultural Diversity Management Within Schools in South Africa

Globalization, internationalization and technology have increased the movement of people from different cultural backgrounds around the world. The coexistence has created rapid cultural diversity challenges, forcing many democratic countries to review their labour laws, compelling organisations to adopt sound diversity management policies. Pre 1994 in South Africa, the workforce did not represent the diversity of the country. The end of apartheid created opportunities for culturally diverse workforces in most sectors of the economy. Schools are no exception to this change due to the diverse teacher and learner population as women and people from previously disadvantaged backgrounds are sharing the workspace. The School Management Team (SMT) led by the Principal, need to be properly equipped in terms of knowledge, skills and capacity to deal with increased cultural diversity for the achievement of organizational goals. This paper aims to identify barriers and challenges related to cultural diversity management within the schools in uMzinyathi District, KwaZulu-Natal (KZN) Province, South Africa. The research seeks to determine if schools in uMzinyathi district are utilizing cultural diversity management for the achievement of organisational goals. The paper was exploratory and descriptive in nature and adopted a qualitative approach. The focus was on the SMT of ten schools in the uMzinyathi District comprising the principal, vice-principal(s), and heads of departments, and senior teachers. Using purposive sampling, in-depth semi-structured interviews were conducted face-to-face involving 36 SMT members. Content analysis was used to analyse the data. Data were presented in tabular form. The study revealed that there are no work-related barriers due to the availability of teachers from diverse backgrounds under the uMzinyathi District in KZN. However, having no barriers and challenges does not mean that there is no conflict. Hence, the study recommends that the Department of Basic Education (DBE) introduces cultural exchange programmes and partnerships with other schools to share educational resources, sports development and leadership development.

Principals’ systems thinking and school effectiveness: The mediating role of collective teacher efficacy

Relying on the social cognitive theory, which postulates that human behaviour is due to social experiences and cognitive interpretation, the current study seeks to investigate the mediating role of collective teacher efficacy (CTE) in the relationship between principals’ systems thinking (PST) and school effectiveness in terms of academic emphasis and student academic achievement after accounting for students’ socioeconomic backgrounds. A three-source survey design with self-report and non-self-report data was used, from a sample of 423 participants from 71 elementary schools in Israel. The sample included school management team (SMT) members and teachers who were not SMT members. Data were aggregated at the school level of analysis. The results from structural equation modelling and bootstrapping analysis indicated that CTE partially mediates the relationship between PST and academic emphasis, irrespective of the students’ socioeconomic backgrounds. Theoretical and practical implications are discussed.

Exploring Threats to Novice Teachers’ Development in Selected Secondary Schools in South Africa

Newly appointed teachers in the profession encounter challenges that impact their professional development possibilities and potential. The first five years in the teaching profession are delicate and fragile. This is the era where growth and development are gathered through classroom practices. This article seeks to explore any potential threats to these teachers’ development prospects. This can be incomplete without perusing related literature and teacher development theories. This study is qualitative and interpretive in nature and involved 23 participants who were novice teachers, school management team members and school principals. The theories of teacher change and social learning theory were used as the theoretical framework. Teacher change theory argues that change can happen when teachers come across valuable experiences and knowledge in the course of life. Empirical evidence was authenticated through interviews from purposively selected schools in the Mopani district in South Africa. This paper was authored to help education authorities, teacher unions, and school management hierarchies with relevant teacher development practices that can mitigate threats to novice teacher development. One compelling finding was that most of the difficulties accompanying novice teachers’ development were beyond the novice teachers’ control while in certain instances; teachers’ attitudes need to improve. The participants affirmed the need to introduce school-based development programmes that are unique to individuals. The need to regularly monitor and support schools cannot be over-emphasised. The study recommended that the Circuits and the Districts need to take control of their responsibilities for novice teacher development programmes. They should ensure that all programmes are regularly monitored, and schools are allowed to introduce programmes that address their unique professional development needs. Recommendations for future research on the subject are made.

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

AbstractRelying on the contingency theory, the present study examines the influence of school characteristics and principal–teacher gender (dis)similarity on the relationship between principals’ systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principal–teacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers’ withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers’ withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers’ performance and a school's success.

Collaboration: The key to managing discipline in South African schools

South African schools are faced with an arguably insurmountable problem as a culture of indiscipline continually increases in schools. Despite being undeterred by the legal framework that guides stakeholders in the discipline crisis in schools, indiscipline in schools has soared to critical levels. Scant literature exists on how stakeholders collaborate in managing discipline in schools. The research reported on here was guided by the primary research question: How do stakeholders collaborate in managing discipline in schools? As such, in this article we explore how stakeholders collaborate in managing discipline in schools. Through purposive sampling, 16 participants from 4 secondary schools in KwaZulu-Natal were chosen to take part in semi-structured interviews. The sample of participants comprised school management team members (SMT); the principal, 1 head of department, 1 post-level 1 educator and 1 school governing body (SGB) member from 4 schools in the iLembe education district. Themes that emerged from the data include that implementation of the school code of conduct as one of the most effective strategies in managing discipline in schools. The inclusion of stakeholders such as the local community, the Community Police Forum, the South African Police Services and the Department of Social Development in the successful management of learner discipline surfaced as an important theme. Furthermore, participants asserted that a whole-school approach to the implementation of the code of conduct was successful in managing discipline. The participants revealed that the collaboration of stakeholders in schools was very important for the smooth running of the school, including the management of discipline.

The principal’s role in managing curriculum change: Implications for the provision of quality education

Drawing mainly on Lewin’s 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.

Establishing and maintaining school-community partnerships: a challenge for school management teams

ABSTRACT It is evident that schools and community organizations can no longer continue to function parallel to one another; rather, they need to work together in partnership. This article examined the challenges of establishing and maintaining school-community partnerships in township secondary schools in the Johannesburg Central District and presented qualitative findings. This research article followed a concurrent triangulation mixed method design to investigate the partnerships between 100 school management team members from 16 selected township secondary schools and their respective community partnerships. This article reported only on the qualitative findings of the study. This article drew on systems theory as a theoretical lens to understand school management team practices in establishing and maintaining school-community partnerships. While the benefits of establishing partnerships are worthwhile, this article underscored the following challenges: time constraints; interference in day-to-day school activities; heavy workloads and limited resources. Further research is needed to examine those factors that may impede on the development of partnerships. The study concluded that a considerable amount of time, adequate resources and a fair amount of workload are required for the establishment of partnerships in township secondary schools. Implications for practice and future research are discussed.

Drivers for student and parent voice in school self-evaluation activities: A cross-country analysis of Flanders (Belgium), Ireland and Portugal

School self-evaluation (SSE) has become a key strategy in terms of safeguarding educational quality. In order to reach its full potential, it is argued that parents and students should be given a role in an SSE process, as they can help understand the complex environment in which schools operate. However, little is known about how different education systems include parent and student voice in SSE activities, and what driving factors at the individual, system and organisational level can foster this. This study reports on an international survey among school management team members in Flanders (Belgium), Ireland and Portugal. The results show statistically significant differences between countries in terms of parent and student voice in SSE. In particular, driving factors at the system and organisational level are found to explain differences in parent and student voice inclusion in SSE. The paper discusses the implications for researchers, policymakers, and the field of practice.

Teacher leaders’ brokerage practice in China: Impact on teacher learning in a school–university partnership

School–university partnerships bring meaningful learning opportunities for teachers, and empowering teachers with leadership roles has become an important approach for teacher learning. This study shows how teacher leaders exercised brokerage practice to support teacher learning in one small-scale school–university partnership in China based on interview data from a university expert, three school management team members, eight master teachers and backbone teachers as teacher leaders, and nine teachers. The study discusses the significance of expanding the forms of teacher leadership with brokerage practices, examines the combination of professional and managerial roles embedded within teacher leaders’ brokerage, and addresses the issue of unequal distribution of learning opportunities. Implications are also discussed.

A Team-Based Perspective for School Improvement: The Mediating Role of School Management Teams

The call for a more collective approach to school leadership motivated the present study. The proposed model examined the mediating role of school management team (SMT) effectiveness in the relationship of SMT characteristics of goal interdependence (the extent to which a shared goal requiring cooperation is present) and functional heterogeneity (the diversity of team member knowledge and skills) to school violence, academic emphasis and teacher absenteeism. Data were collected from a sample of 92 schools randomly selected from all state-secular and state-religious schools in Israel. A multi-source survey design from a sample of 92 SMTs, their principals, and teachers who are not SMT members was used. Data were aggregated at the school level of analysis. The results from structural equation model indicated that SMT effectiveness mediated the relationship of SMT goal interdependence to school violence, academic emphasis and teachers’ absenteeism. SMT effectiveness facilitates the shift from more independent practices of teaching to teamwork, building leadership capacity promoting a positive and safely school learning environment. A work environment that promotes effective teamwork facilitating social relationships and knowledge exchange can provide a mechanism to create norms of teamwork that would benefit school effectiveness. The implications of these findings for both theory and practice are discussed.

Is it your personality, your boundary leadership or both? An integrative approach for the improvement of school management team effectiveness

PurposeReorganizing schools and managing through teams is seen as a way to achieve school goals, especially in educational contexts that are highly focused on measurable student achievements. This shift to shared leadership requires principals to play a key role in promoting school management team (SMT) outcomes. Accordingly, this study aims to investigate how principals' personality traits and behavior complement each other and combine in an integrative model of SMT effectiveness. Specifically, the research aims to examine the mediating role of principals' internal and external boundary activities between principals' traits from the Big Five typology, namely, extraversion, conscientiousness, agreeableness, openness to experience and neuroticism and SMT effectiveness.Design/methodology/approachData were collected from two sources to minimize problems associated with same-source bias. In total, 92 SMTs and their principals from 92 public schools in Israel participated in the study. Overall, 295 SMT members and 92 principals were included in the sample. Data were aggregated at the school level of analysis. The theoretical model was tested with structural equation modeling. The bootstrapping procedure, to ascertain the presence of indirect effects, was employed.FindingsThe findings of structural equation modeling indicated that principal external activities partially mediated the relationship of conscientiousness and extraversion to SMT effectiveness, providing support for an integrated trait–behavioral model of leadership for SMT effectiveness.Originality/valueAs schools involve increasingly interconnected professional networks based on relationships, acknowledging that SMT effectiveness may be influenced by principals' personality traits that translate into leadership behavior may clarify the implications of principals' traits for educational teams. Importantly, the proposed integrative model points to possible mechanisms linking principal traits, behaviors and effectiveness by positioning principals' boundary activities as one possible mechanism through which principal traits facilitate SMT effectiveness. The findings can help deepen our understanding of which kinds of principals engage in boundary activities, contributing to the discussion of what factors influence principals' practices with implications for school managers' selection practices.

The Perceptions of School Management Teams and Teachers of the Principal’s Instructional Leadership Role in Managing Curriculum Changes

With frequent curriculum changes in South Africa since 1994, educational standards and learner performance has been progressing at a slow pace. The role of the principal’s instructional leadership come to the fore and we question whether principals are sufficiently equipped with the necessary leadership skills and expertise to lead and manage curriculum changes at schools. A case study design within qualitative research was employed to explore the perceptions of teachers and school management teams (SMTs) of the instructional leadership role of principals in managing curriculum changes. Findings revealed that principals who build strong collaborative cultures among staff members ensure effective implementation of curriculum changes. When SMT members and teachers work collaboratively, they are more likely to support each other by giving constructive criticisms, finding solutions to challenges, and sharing good practices. Moreover, principals who value and respect contributions made by staff members will delegate and share instructional responsibilities with them.

Barriers to Implementation of Physical Activity in Danish Public Schools

Purpose: In 2014, the Danish Government introduced a new public school reform, which included implementation of 45 min of daily physical activity (PA) within the academic classroom curriculum. The purpose of the present study was to explore school staff’s perceived barriers to implementation of a national PA policy. Method: A mixed-methods approach using a questionnaire and semistructured interviews was conducted. A total of 198 teachers and 26 school management team members (principals, deputy principals, and leading teachers) from 31 schools completed a questionnaire, and 11 school management team members were interviewed. The socioecological model was used as a theoretical framework to examine the results. Results: A total of 15 different barriers were identified and reflected within all levels of the socioecological model. Facilities, motivation, and time were the most prominent barriers identified. Conclusion: Development and deployment of a national PA policy needs to be done in cooperation with consumers from all levels within the socioecological model to ensure successful implementation.

Exploring Systems Thinking in Schools: Mental Models of School Management Teams

Systems thinking (ST) is a holistic leadership approach that puts the study of wholes before that of parts. It focuses attention on how organization members act together in networks of interactions. This is done by researching organization members’ mental models, which are deeply ingrained assumptions, generalizations, or even mental pictures or images that influence how one understands the world and thus takes action in order to achieve desired results. The purpose of this study was to explore the ST of school management teams (SMTs) through mental models. The main research question leading this inquiry was: How does ST reflect and express the mental models of SMTs? Qualitative data were collected via structured open questions. Hundred and fifty-four SMT members who worked at different school levels participated in this study. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. The data analysis yielded five major themes: (a) the nature of teamwork; (b) shaping schools’ goals and policies; (c) systemic gathering of information; (d) shaping the pedagogical work; and (e) decision-making and problem-solving as one organic puzzle. These themes were found to be closely interrelated in the context of schoolwork. This study highlights the importance of understanding more fully the role of SMTs’ ST in schools. The study proposes that SMT members focus on ST characteristics that can enhance overall effectiveness. This can help SMTs achieve better cooperation with their counterparts as a leverage for school effectiveness.

Instructional Leadership Practices of Principals through the Lens of School Management Teams

South African Education system has undergone numerous transformations, which gave rise to a new complexion in the instructional leadership practices in schools. As a developing country that is striving to match the global standard of education, incorporating new ideologies in leading and managing curriculum for the well-being of its learners has been a great leap that is commendable. The ideals of effective instructional leadership are among others that school principals in previously disadvantaged backgrounds are still grabbling with so far. This phenomenological empirical study sought to investigate the instructional leadership practices that school management team members perceived to be working well or not working well in their different schools. The manuscript captured some of the successes and hiccups and presents research findings from data collected from school stakeholders who expressed their desire to see growth and development that aims at improving schools for the better. Qualitative findings made showed that constructive interaction with teaching staff and other role players, creation of a positive working climate, equitable personnel work distribution, interchangeable leadership styles, and curriculum support worked well in schools. The study came up with the following in tackling what did not work well: communication, unnecessary disruptions by teacher unions, meagre and inequitable work distribution, as well as limited and poor parental support.