Educators' experiences of principalship in post-apartheid South Africa

• In Event: Roundtable Session (Wednesday IV)
  In Refereed Round-Table Session: Leadership and decision making in improving school quality

Proposal

Educators’ experiences of principalship in post- apartheid South Africa
Venie Perumalsamy, Juliet Perumal
University of Johannesburg (SOUTH AFRICA)

Abstract
Throughout the world, educational systems are being restructured, forcing school management teams to keep pace with their rapidly changing environments. Consequently, as more emphasis is being placed on curriculum delivery, school leaders are tasked with providing a quality education through imparting effective teaching and learning (Leithwood & Riehl, 2003). This is made clear by Brezicha, Bergmark and Mitra (2015), who propose that since student outcomes are measured by test scores, policymakers and researchers now focus on the role of school leaders, paying particular attention to the implementation of new reforms, the establishment and maintenance of high learner achievement and accountability of educators for learner achievement. Sayed and Soudien (2005, p. 116) argue “that the decentralisation reforms that have been adopted in post-apartheid South Africa, as administrative and legislative mechanisms to deal with the divisive effects of apartheid, have themselves produced new forms of exclusion”. By trying to create a policy framework that is inclusive, the government has facilitated contradictory practices in which schools manage, lead and govern their activities (ibid). This is detailed by Carr (2016, p. 126) who argues that the current education model is unsustainable as it “reinforces the principles of hierarchy, power and control, separation, and competition that are at the root of our sustainability challenges”. Fien (in Pepper & Wildy, 2008) describes educating for sustainability as a three-point approach namely: the economy, social justice and long-term future of the environment. For this study, emphasis was placed on the social justice factor. In this regard, Pepper and Wildy (2008) argue that the social component of educating for sustainability focuses on change within social institutions. This paper draws on: (a) theoretical insights from retrospective and current educational policies; and (b) a case study conducted at a historically advantaged school in the Gauteng East District, in Johannesburg, South Africa. A critical theory lens was used to explore educators’ experiences of principalship in post-apartheid South Africa shaped by biographical and contextual factors such as socio-economic status and language of learning and teaching. Geuss (in Nielson, 1983: 381–382) describes “critical theory as a very complicated conceptual object; it is addressed to a particular group of agents in a particular society and aims at being their self-consciousness in a process of successful emancipation and enlightenment”. Haacke (1996) posits that a critical theory will assist a society to transition from a present state to a proposed state. In addition, Paulo Freire, a key figure who viewed education as a form of liberation believed that transformation could be achieved through education and social action (Miller, Tanya, & Hopson, 2011, p. 5). Thus, critical race theory serves to study educational issues by scrutinising policies and practices in order to understand why educational inequalities still persist (Dixson, 2018, p. 233). Nesting itself within a qualitative research paradigm, qualitative data was elicited from the principal, institutional development and support officer (IDSO) and four educators who were purposively selected to participate in the study. A number of researchers (Denzin & Lincoln, 2005; Hancock & Algozzine, 2006; Merriam, 2002) suggest that a qualitative approach is suitable in studying socially constructed realities since it looks at understanding a particular phenomenon from the participants’ viewpoint within their social settings. Qualitative research therefore aims to understand the meanings that people attach to phenomena. In addition, qualitative research is ideal for “clarifying and understanding phenomena and situations when operative variables cannot be identified ahead of time; … determining the history of a situation; and building theory” (Merriam, 1995, p. 52). Semi-structured interviews were used to elicit data from the participants. This was supported by document analysis. This paper argues that firstly, with continuous restructuring of educational systems, leaders are expected to be visionaries, leading their organisation towards excellence, while adopting compliance strategies as needed. Thus, managing a school would require a visionary leader who would create a synergised environment that enhances the school ethos by adopting principles of distributed and sustainable leadership. Secondly, they are required to promote professional development of educators, provide incentives for educators, manage curriculum and protect instructional time. This could be achieved by ensuring that school leaders and managers have discretion in setting strategic school plans that optimise their capacity to develop goals and monitor progress. Consequently, principals strive to promote the ideals of democracy by adopting principles such as shared leadership and empowerment. Thirdly, school managers also face challenges in managing the curriculum, behaviour and attendance; maintaining infrastructure and resources. It concludes that building trust and positive relationships between educators and leaders which is characteristic of distributed and sustainable leadership is necessary to implement school reforms. Consequently, an effective leader will value and respect the divergent views of their staff, thereby promoting good interpersonal relationships. Similarly, sustainable leadership respects diversity, promotes resilience in the time of change whilst valuing peoples’ experiences and knowledge (Hargreaves, 2007). Based on the insights provided by the participants, I strongly recommend the formation of positive support groups and collaboration, which involve building trust and positive relationships between educators and leaders. Findings indicate that the role of the principal is to ensure high performance from all stakeholders in the school, despite the various challenges they face. Staff must be provided with higher degrees of autonomy with increased support. Moreover, all staff must be treated equally and fairly. This recommendation confirms literature (Brezicha et al., 2015) that suggests that alignment between educators and leaders is necessary to ensure successful implementation of reform.

Authors

• Venie Perumalsamy, Student

• Juliet Christine Perumal, University of Johannesburg