Participation in Professional Learning Communities by female principals in Bojanala, Northwest Province

Abstract

The study sought to determine the perceptions of female principals in secondary schools in the Bojanala district of the Northwest Province about the level of support they receive from each other through their networks and how this support impacts their confidence and motivation. The current study adopted a single case study to assess the PLC programme's implementation in the Northwest Bojanala District. The study combines qualitative and quantitative approaches to draw rich data.

The study found that female principals used the PLC to exchange ideas and share best practices in a conducive and non-threatening environment. This enabled them to gain a lot of knowledge and improve the extent of their leadership and management skills. Improved knowledge and skills have had a ripple effect that has improved their confidence and motivation, resulting in the overall improvement of their schools and their learners' performance.

The study concludes by recommending the model as an instrument that can address the under-representation of females at the managerial level. The recommendations also include how the model can be strengthened by providing additional support to participants. The study also recommends allocating time within the school timetable to create an opportunity for teachers to participate in the PLCs