Faculty of Commerce, Law and Management

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Subject: search.filters.subject.Leadership in education

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    LEADERSHIP CHALLENGES FOR RURAL SCHOOL EDUCATORS IN LIMPOPO
    (2011-04-19) Mabote, Metse Abel
    This study examined the leadership and ethics challenges facing educators which stem from inappropriate behaviours or relationships in a rural school in the Capricorn District in the Limpopo province. Inappropriate relationships as defined in this text relate to those attitudes that are not respectful or professional in an educator-learner relationship and include educator-learner intimate/sexual relationships, embezzlement of funds and the issuing of fraudulent reports, amongst others. Within the education sphere, the concept of leadership is considered to refer to school principals as managers. Educators look at themselves as mere employees and not as role models to learners and the community at large, and they therefore do not even consider the consequences of their behaviour to their followers, namely the learners. This study further intended to show that educators are leaders in their own right, and that their behaviour, both within and outside the classroom must not be in contradiction to the principles of honesty and trustworthiness as expected of any leader. The study employed a qualitative approach in collecting data from the respondents. A case study approach was used where one school was identified and five educators and five learners were interviewed. In addition the official from the Provincial Department of Education (DoE) and secretaries of the South African Democratic Teachers Union (SADTU) and the Professional Educators Union (PEU) were interviewed. The study aimed to elicit information from the respondents on whether inappropriate relationships occur, why they occur and their impact on the teaching learning process from the point of view of the perpetrators (usually educators), the victims (usually learners) and of the interveners (provincial DoE and the unions) Data was analyzed by summarizing the responses into key themes. The findings from the study show that various forms of inappropriate relationships do occur and that such behaviour results in ill discipline which is a challenge to leadership. Taking into account that this study was conducted among Grade ten learners at a high school, it was concluded that inappropriate relationships may be a reason for the high failure rate in many rural high schools
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    LEADERSHIP DEVELOPMENT CHALLENGES IN THE TEACHING
    (2011-04-19) Murangira, Uwimana Ildegond
    After the independence in 1962 Rwanda’s education system was marked by adjustments and reforms in 1979 and 1981 which did not achieve the intended goals. Rather than correcting the errors of the colonial era, education remained very discriminatory and was not relevant to Rwandese society, culture and values, which resulted in the people losing their patriotism. This was one of the contributing factors to the genocide of 1994. Post 1994, the emergency phase enabled the re-launching of the education system. At present, education, as well as other sectors of national life, must follow the principles set out in Vision 2020. In this way, education shall play its role in the economic and socio-economic development of the country. However, it is claimed that, some schools especially secondary schools do not perform to the expectations that would drive the desire to meet the set objectives of vision 2020. The poor performance was attributed to lack of teacher leadership development in the teaching profession among other reasons, especially in the secondary school. The purpose of this study was to investigate and identify the challenges that hinder the teacher leadership development. In addition, the study sought to clarify what would be the favourable practices to enhance teacher leadership development in Rwandan High Schools. The researcher used a qualitative research approach and the focus of the study was on challenges in teacher leadership development. Kagarama Secondary School was used as a case study. The study established that although the ministry of education is doing all possible to rehabilitate and introduce change management in schools in efforts to create conducive environment in which teacher leadership capacities could develop, there are several challenges. These challenges include: lack of leadership development programs, lack of teacher promotional ladder, economic, socio-economic and cultural constraints, low remunerations and lack of meaningful professional development experience. The study made recommendations that would foster teacher leadership development in Rwandan high schools and probably in the region as a whole.