Doctoral Degrees (Education, Development, Leadership and Management)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7168

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The district leadership role in supporting teaching and learning in South African schools: evidence from two districts in Gauteng province.
(2018) Mthembu, Pinkie Euginia.; Bhengu, Thamsanqa Thulani.; Chikoko, Vitallis.
This study examined the leadership role of district officials in supporting teaching and learning in schools. It explores the views of district officials in two purposively selected district offices in one province of South Africa. Studies on educational leadership have generally shown the relationship between leadership and learner outcomes. They have focused more on leadership within the school and less on that of the District Office. Because district offices lead from the middle, they are well placed to ensure that all schools improve teaching and learning. This gap in the literature on the leadership experiences of district officials has motivated this study. This collective case study was couched within the constructivist research paradigm. It involved indepth face-to-face individual interviews with eight officials comprising two district directors, four curriculum leaders, and two circuit managers. Supplementary data sources included document reviews and observation and accountability meetings with principals. Framed by Open Systems, Public Education Leadership Coherence Framework and Adaptive Leadership theories, the findings of this study revealed that districts were clear about their philosophy with which they communicated to all stakeholders. They shared responsibility and accountability for learner performance with schools. In the process, the District Director and the school principals were put at the centre as enablers. It emerged that data-informed accountability and support meetings were regularly held with schools and communities to garner support for improved teaching and learning. They facilitated professional development and learning opportunities for principals, deputy principals, departmental heads and teachers. Among the key lessons from this study is that it is essential for the district office to have a shared philosophy regarding how teaching and learning should be enhanced. However, philosophy alone is not enough. Thus meaningful strategies need to be developed drawing from that philosophy. Inclusivity in developing and implementing strategies have emerged as important. Furthermore, the study revealed that an important strategy involves operationalising multi-level structures and systems that inform and are in turn informed by various functions and practices that would harness the district-wide context. Also, it is important for district officials to be responsive to different school contexts and also help to identify partners that bolster their efforts. Thus, this study suggests that the ‘we are in it together’ philosophy between the district and the school was the backbone of the two districts’ success.
Educators’ leadership and management experiences in supporting learners’ transition from the foundation phase to the intermediate phase in primary schools in the uMlazi district: a multiple case study.
(2022) Shabalala, Sandile Caiphas.; Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.
Primary school educators play a pivotal role in building a solid foundation for learners to be able to succeed academically throughout their entire school journey. However, some educators in the primary schools, traverse through a rough patch when learners have to transition from one phase to another phase. Little is known about how these educators deal with teaching and learning during this critical stage of transition. But more importantly, little is known about how educators support these learners to adapt to and cope with phase transition. This study explored educators’ leadership and management experiences in supporting learners’ transition from Foundation to Intermediate Phase in primary schools in the uMlazi District. The participating primary schools were located in rural, semi-rural and in the township. In this research, I adopted a qualitative multiple case study within interpretivist paradigm. Twelve Fourth Grade educators from three primary schools from the uMlazi District were purposefully selected for this study. The study is underpinned by Adaptive Leadership Theory by Heifetz, Grashow and Linsky (2009), and Hallinger’ (2011) synthesised model of leadership. Semi-structures were used to generate qualitative data. Thematic data analysis was used to analyse the data. What emerges from the data was that learners in the fourth grade are encountered numerous challenges which complicated their journey as they progress from Grade Three to Grade Four. The findings also show that educators involved did their best to counteract the negative effects of the hostile environment to support these Grade Four learners cope with new teaching and learning environment.
Instructional leadership practices of secondary school principals in the context of multiple deprivations in Umlazi District: a multiple case study.
(2017) Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.; Mthiyane, Siphiwe Eric.
The study reported in this document was conceptualised and conducted as a research project towards a Doctor of Philosophy (PhD) degree. The study focused on exploring instructional leadership practices of six secondary school principals (three from rural and three from township secondary schools) in the context of multiple deprivations in Umlazi District, KwaZulu-Natal, South Africa. Furthermore, it aimed at exploring how the enactments of the generally successful instructional leadership practices were adapted by school principals to multiple deprived contexts. Adaptive leadership and instructional leadership theories underpinned this research study. Methodologically, the study was underpinned by interpretivist paradigm and adopted a qualitative multiple case design. Semi-structured interviews, documents reviews and observations were used to generate data which was thematically analysed. The findings of the study suggest that multiple deprivation contexts impacted on the ways principals understood and enacted instructional leadership in their schools. The schools were overwhelmed by different technical and adaptive challenges emanating from different forms of deprivations. Values, beliefs, knowledge and experiences that leaders possessed, in varying degrees, shaped their understandings of instructional leadership and their practices. These findings affirm the notion that instructional leadership, more specifically in multiple deprived contexts, is a complex and dynamic construct containing plurality of factors and perspectives that shape its nature. The findings also affirm the appropriateness of viewing personal characteristics of principals and contextual factors as significant to understanding how principals exercise educational leadership. The study has shown that the principals were practicing Ubuntu inclined instructional leadership.
Leadership and gender : exploring female students’ lived experiences of leadership in Ugandan public University Councils.
(2018) Mayanja, Christopher Samuel.; Bhengu, Thamsanqa Thulani.
Female student representatives on public university councils in Uganda are elected student leaders who are part of the highest supreme organ in the University. The study aimed at exploring female students’ lived experiences of leadership in Uganda’s public universities. The study specifically attempted to answer four research questions: who the female student leaders participating in public university councils in Uganda were; how they experienced relating with other council members; the challenges they experienced; and the lessons that could be drawn about gender and leadership from the experiences of female student leaders participating in public university councils in Uganda. The study deployed an interpretive research paradigm with a qualitative approach. A phenomenological research design, using a narrative inquiry research methodology was also used. The study targeted five public universities where study participants were drawn using a purposive sampling technique. It also deployed three data generation methods; unstructured interview, transect walk and letter writing. Field texts were transcribed verbatim and the study deployed a two-level analysis – narrative analysis and analysis of narratives. The study found out that female student representatives on public university councils had varying identities which influenced their behaviour as they executed their leadership mandate. It was also found out that the female student leaders faced constraints which derailed effective pursuance of their leadership mandate. These constraints included insufficient leadership capacity of female students to participate in leadership unlike their male student counterparts. Constraints also included roles assigned to female students and female student leaders as ascribed by society, including motherhood, home chores and unpaid care work, which made them vulnerable unlike the male student counterparts. The study drew four conclusions; firstly that identities of female student representatives on public university councils in one way or the other influence their behaviour while pursuing their leadership mandate. Secondly, that the effective participation of female students in leadership of higher educational institutions may not only depend on their identities, but also support of other players. Thirdly, female student leaders still face vulnerability as opposed to their male student counterparts due to the more gender roles they ought to play which may make them overburdened to effectively pursue their leadership mandate. Fourthly, female students in higher educational institutions face a major constraint of insufficient leadership capacity to effectively participate in respective higher educational institution leadership and governance. The study recommended undertaking research on other key factors that may influence leadership styles in higher educational institutions; female student leaders should ride on the support of the key stakeholders and ignore the stereotyping that leadership in higher educational institutions is a reserve of their male counterparts; and that the education and sports sector prioritises leadership capacity building for female students so that they may be encouraged to participate more effectively in higher educational institutions leadership and governance.
The role of traditional leaders in school governance : learning from two communities in KwaZulu-Natal.
(2015) Mbokazi, Sandile Sam.; Bhengu, Thamsanqa Thulani.; Chikoko, Vitallis.
Using lessons drawn from two rural communities, this study examined the role of traditional leaders in school governance in South Africa. The study sought to understand the nature of the role of traditional leaders on school governance and reasons for playing such role as well as the manner in which this role is understood and experienced by selected school-community members concerned in these contexts. The motivation for doing the study was that while traditional leaders are appointed through heritage and only recently have started to be regulated by policy, they remain important structures leading rural communities, and their role in education and governance is crucial to understand. The concepts that are used in this study are role, leadership, school governance, indigenous knowledge systems and Africanisation and school-community partnership. Communities have leadership structures and diverse socio-cultural profiles, all of which need to be understood in order to fully appreciate various kinds of leadership roles that exist in society. The South African Schools Act (No. 84 of 1996) (henceforth, the Schools Act), provides for the establishment of school governing bodies to promote community involvement in schools by ensuring that parents are a major component of these bodies and are actively participating in these bodies. Although the Schools Act is not explicit about the role that traditional leaders can play in schools, it does provide a useful platform for their involvement, either as co-opted members of the school governing bodies or as just parent members of these structures. Drawing from both individual semi-structured and focus group interviews with superintendents of education in management, school managers, parent and learner members of the school governing bodies and traditional leaders, the study discusses the role that traditional leaders play in school governance. Among other things, the study revealed that a dimensional dialogue exists between traditional leadership and school governance in rural communities that are in the jurisdiction of traditional leaders. The emerging picture did not only reveal their perceptions about the schools’ ‘embeddedness’ to their society, but it also revealed the manner in which members of school communities aspire to a particular kind of school-community relationship that can support school governance and learner progression from lower to higher grades, and even beyond schooling. The study shows that the context of interaction between traditional leaders and school governors has provided an important platform where issues of school development, safety and security, school-community partnership, and cultural identity in relation to school governance can both be interrogated and facilitated. While this provides an opportunity for responsive school governance, it is contrary to the manner in which many scholars have perceived traditional leaders as authoritarian and representative of a patriarchal society that is less progressive. The evidence for all this is provided in the relevant sections of the thesis. Given this, understanding the role of traditional leaders in school governance will contribute to a deeper understanding of the manner in which such leaders can make a positive impact on school-communities.
The role of traditional leaders in the maintenance of learners’ discipline in rural schools: a multi-site case study.
(2020) Mngomezulu, Nhlanhla Mbuso.; Bhengu, Thamsanqa Thulani.
This thesis constitutes the report of the study conducted towards the fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) in education. This research project explored the role of traditional leaders in the maintenance of learners’ discipline in rural schools focusing in three secondary schools located in Ilembe District, KwaZulu-Natal, South Africa. This study further explored how traditional leaders’ role in schools is experienced by school governors as well as district officials and vice versa. Therefore, this study aimed at understanding how and why some schools utilise traditional leaders in handling issues of learner discipline while others do not. The study was underpinned by interpretivist paradigm and adopted a qualitative multi-site case design. Semi-structured interviews, documents reviews and observations were used to generate data which was analysed through themes generated by using NVIVO. NVIVO is a qualitative data analysis computer software package that helps qualitative researchers to organise, analyse and generate insights from unstructured or qualitative data. The findings of the study suggest that schools and traditional leaders co-exist but have vast leadership approaches in the maintenance of learner discipline. The interaction of school principals with traditional leaders was characterised by complexities, challenges and opportunities. Although the working relationship between schools and the traditional leaders was ad hoc and reactionary, schools that collaborated with Izinduna or Amakhosi succeeded in minimising learner misbehaviour in their schools. The traditional leadeship promotion of indigenous practices underpinned by Ubuntu values appears to have been the missing link in the schools. These findings affirm the existence of the network of interrelationships with systemic levels between schools and communities. The study also showed the significance of engaging invitational leadership where leaders wish to initiate work relationships. While the study confirms the significance of the partnerships between schools and local communities in maintaining learners’ discipline, it also suggests the need for the involvement of traditional leaders in school governance as growers of discipline in rural communities. Lastly, the implications of the findings for various stakeholders are discussed.
Sailing in turbulent conditions: principals’ leadership experiences about turning around underperforming schools in deprived contexts.
(2019) Nzimande, Wilson Myboy.; Bhengu, Thamsanqa Thulani.
The study was aimed at exploring the leadership experiences of principals in transforming underperforming schools in deprived contexts in the Umgungundlovu District. The problem that gave rise to the research was about how principals turned around the backbone of underperformance whilst working against deprivations of different nature. The deprivations that exist in both rural and informal settlements have a negative impact on learner performance. Transformational leadership approaches offer the ways and means of working against such conditions, whether these are found in rural or informal settlements. A qualitative case study design was considered appropriate and was adopted for the study that included seven school principals, purposively selected to participate. In addition, I drew on a constructivist/ interpretative paradigm to guide the design of the study. Data were generated by means of semi-structured interviews, observations and documents reviews. Findings were discussed in terms of emerging themes relating to the understanding, implementation, benefits and challenges of the efficacy of transformative leadership in seven schools. Findings point to strategic planning, problem analysis, analysis of the strengths, weaknesses, opportunities and threaths (SWOT), visionary leadership, attitude change, instructional leadership, school functionality, curriculum management, stakeholder management, systems for monitoring and evaluation, quality teaching and learning, extra-tuition programmes, staff recruitment and professional development as key factors in turning around the situation to ensure sustained academic performance. The implementation of shared turnaround plans is of benefit to the teachers, learners, SGBs and parents in achieving the set academic goals, despite the prevalent deprivations. The principals’ understandings of transformation is evident in the manner in which schools were able to sustain improving results over a period of time. The principals used a number of strategies to address the negative effects of deprivations as they had a negative impact on the school’s academic performance yet schools were expected to perform well, and also to provide quality education like all other schools regardless of their contexts. The success of the principals relates, inter alia, to working closely with the teachers to get their vision for the school, the understanding of their contexts, the acute awareness of the need to involve all key stakeholders in what they did and demonstrating decisiveness when dealing with a number of issues, including dealing with irregular practices and teacher indolence and apathy that, from time to time, occurred. In conclusion, this research study contributed to the body of knowledge in terms of examining the principals’ understandings of leadership practices in turning around underperforming schools in deprived contexts through their transformational and instructional leadership practices.
School Heads’ leadership practices in enhancing quality education: perspectives from six Rural Day Secondary Schools of Masvingo District in Zimbabwe.
(2020) Chinooneka, Tendeukai Isaac.; Bhengu, Thamsanqa Thulani.
The study reported in this document was conceptualised and conducted as a research project towards a Doctor of Philosophy (PhD) degree. Therefore, this study explored educational leadership practices of School Heads and how such practices affected enhancement of the quality of education provided in Rural Day Secondary Schools of Masvingo District in Zimbabwe. Leadership practices in these schools has to show concern for enhancing quality education in order to lay a strong foundation for vision creation, coordinated and collaborative activities and effective implementation of the upgraded new curriculum (2015-2022). The question that comes to mind is the kind of leadership practices and strategies that are needed by Rural Day Secondary Schools to enhance quality education. The study was qualitative and interpretive in nature and employed semi-structured interviews and document reviews to generate data. It was conducted in six purposively sampled schools from a population of fifty (50) Rural Day Secondary Schools. The study found out that leadership practices in these schools laid emphasis on vision creation, collaboration and dialoguing, staff development, team building, effective resource management, building ethical culture and empowering teachers to enhance quality education in deprived rural school contexts. The study also found out that the contexts under which the school heads were operating were characterised by numerous contextual deprivations such as poor transport network and costs, poor health facilities, road conditions, poor health facilities, lack of clean water, heavy workloads, scarce material and financial resources for curriculum implementation and lack of information and communication technology. Amongst the key recommendations was a need to create several committees such as teaching and learning committee, materials development committee, resource mobilisation committee, programme and curriculum development committee, assessment committee, among others that can collaborate with other secondary school in Zimbabwe.
School management teams and teachers’ perspectives on their role in the implementation of inclusive education policy: a case study of three primary schools in Umkhanyakude district.
(2017) Thabede, Khombisile Jeanette.; Bhengu, Thamsanqa Thulani.
The study explored School Management Teams and teachers‟ perspectives about the role they played in implementing Inclusive Education policy in three primary schools in Umkhanyakude District. The motivation for the study was rooted in my personal experiences and observations as a teacher for 24 years and 12 years as a school principal in a primary school. My observation was that many SMTs and teachers struggled to have Inclusive Education policy implemented. As a result, these challenges have impacted on the quality of education offered at the school. It was on the basis of these challenges that I decided to explore the SMTs and teachers‟ role in the implementation of Inclusive Education policy in primary schools. The study was focused on the field of educational leadership and management and was underpinned by Bush (2003) collaborative model and transformational leadership theory. A qualitative approach was used and it was located within the interpretivism paradigm. This paradigm was deemed appropriate because the study sought to understand the role that the SMTs and the teachers played in the implementation of Inclusive Education policy in their schools. Therefore, the participants were principals, HODs and teachers from three primary schools. Data gathering was done using three instruments which were semi-structured interviews, observation and documents review. The study was located in three rural primary schools in Umkhanyakude District in KwaZulu-Natal Province in South Africa. The study focused on only three primary schools in KwaZulu-Natal and therefore, the findings could not be generalised across the province or the district. Data were analysed and results showed that although the policy was implemented but there were challenges in the implementation. Strategies were mentioned by schools but they were still far from achieving what would be called full implementation of Inclusive Education policy. Recommendations were made where parents were suggested to be involved in schools. Again, it was recommended that the participating schools need to form partnership with other stakeholders who included government departments and NGOs. Teacher training was also recommended where enough time had to be allowed in their training sessions.
School principals’ experiences of ethical leadership during times of accountability : complexities, dilemmas and dynamics.
(2024) Hlongwane, Celumusa Bethuel.; Bhengu, Thamsanqa Thulani.
Several studies have highlighted the importance of ethical leadership during this era of accountability. Scholarship suggests that ethical leadership is at the heart of school life as decisions are underpinned by ethics. This study explored school principals’ experiences of ethical leadership. The study further examined why school principals enacted ethical leadership the way they do. Underpinned by the interpretive paradigm, a qualitative design and a case study methodology, six school principals were interviewed using semi-structured interviews. Documents reviews were used to augment data generated through interviews. Multiple Ethical Paradigm Theory, Chaos Theory, Accountability Theory, and Stakeholder Theory were used as theoretical lenses to frame the analysis of data. Data was subjected to thematic cross-case analysis. To this effect, a meta matrix analysis tool and Document Review Schedule were used to thoroughly analyse data generated from interviews and documents respectively. The study found that school principals embrace ethical leadership in their leadership as school leaders because they are of the strong view that it yields many benefits in the entire school environment. Also, the findings of the study suggest that school principals have a clear understanding of ethical leadership; however, some still enacted unethical leadership practices. The study found that some school principals are conscious that ethical awareness is their responsibility as school leaders and the latter is enhanced through human interaction. To achieve this endeavour, the study found that some school principals believe in being exemplary and have taken upon themselves to enhance ethical leadership in their schools while others collaborate with other stakeholders like teacher unions, the DBE, Traditional Leaders and even Taxi Drivers’ Associations. This thesis concludes that the nexus between accountability and ethical behaviour remains elusive, as a result, ethical leadership for some school principals remains a pie in the sky; in some instances, it is a well-preached gospel that is hardly practiced. Since this study was conducted in one education district where six school principals participated in the study, I therefore recommend another study of the phenomenon to be conducted. To this effect, a mixed method study that will also include statistical data is recommended in order to allow for data to be extrapolated to a wider population.
Successful leadership practices of School Management Team members: a multiple case study of selected rural secondary schools=Imisebenzi yobuholi obunempumelelo yamalungu eThimba Elilawula iSikole: Ucwaningonto oluphindekile lwezikole zasemakhaya ezikhethiwe zamabanga aphezulu .
(2022) Gogo, Desmond Monde.; Bhengu, Thamsanqa Thulani.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
The study sought to examine successful leadership practices and how these practices are locally enacted by SMT members in rural secondary schools in the O. R. Tambo Coastal District in the Eastern Cape. Moreover, the study seeks to understand how these successful leadership practices are ‘practicalised’ in different contexts and how negative environmental challenges that hinder success are mitigated thereof. Furthermore, this study seeks to understand the complexities and intricacies surrounding leadership practices in trying school contexts. The study was qualitative and interpretive in nature and employed semi-structured interviews to generate data. The study was focused on four research sites which were purposively sampled from rural secondary schools. Interpretive data analysis was used in this study which emphasised the need for the researcher to stay close to the data so as to interpret it from a position of thorough understanding of the School Management Team members’ leadership practices. This study is framed on Instructional Leadership Theory Model by Hallinger (2011) and Adaptive Leadership Theory. The study found out that leadership practices in rural secondary schools laid emphasis on school-community integration and maintained close relationship with the traditional leaders. Also, the study found that School Management Team members describe and explain successful leadership practices among other things as a way whereby the newly appointed Principals physically go to Traditional leaders as to introduce themselves as additional members to the communities where Traditional leaders are residing. Among other things, this study reveals the importance of the enhanced collaboration between the schools and various stakeholders and accountability. This study also found that, in enhancing collaboration between the school and various stakeholders, the schools among other things initiated a strategy of accounting to Traditional leaders quarterly for learner results in terms of learner academic performance. As a result, learner academic performance improved in the participating schools. Iqoqa Ucwaningo luhlose ukuhlola ukusebenza okunempumelelo kobuholi nokuthi lezi zindlelakusebenza ezisungulwe ezindaweni zasemakhaya amalungu e-SMT ezikoleni zamabanga aphezulu eSifundeni sase-OR Tambo Coastal District eMpumalanga Kapa. Ngaphezu kwalokho, ucwaningo lufuna ukuqonda ukuthi imisebenzi yobuholi obunempumelelo ‘okwenzekayo’ ezingqikithini ezehlukene nezinselelo zezendawo ezingezinhle ezinqinda impumelelo ziyabhekwa. Ngaphezu kwalokho, lolu cwaningo lufuna ukuqonda ubunkimbi nezinzulumininingo ezingena ebuholini obuzungezile ezingqikithini zesikole ezikhathazayo. Ucwaningo lunomumo wekhwalithethivu futhi lungoluchazayo lwaphinde lwasebenzisa izimposambuzo ezihlelwe-ngokungaphelele ezikoleni zamabanga aphezulu zasezindaweni zasemakhaya. Ukuhlaziya imininingo echazayo kwasetshenziswa kulolu cwaningo kwagcizelela isidingo sokuba umcwaningi asebenzise imininingo ukuze ihunyushwe ngasohlangothini lokuqonda ngokuphelele ngemisebenzi yobuholi yamalungu eThimba eliPhethe iSikole. Lolu cwaningo lusebenzise i-Instructional Leadership Theory Model ka-Hallinger (2011) kanye ne-Adaptive Leadership Theory. Ucwaningo luthole ukuthi okwenziwa ngokobuholi ezikoleni zamabanga aphezulu zasezindaweni zasemakhaya kwagcizelela ekudidiyeleni umumo wesikole somphakathi lwase luba nobudlelwane obunokusondelana nabaholi beNdabuko. Okunye, ucwaningo lwathola ukuthi amalungu eThimba eLilawula iSikole achaza izindlelakwenza zobuholi obunempumelelo phakathi kokunye njengendlela lapho oThishanhloko abasanda kuqashwa beya bona siqu kubaholi beNdabuko ukuze bazethule njengamalungu engeziwe emiphakathini lapho kuhlala khona abaholi beNdabuko. Kwezinye izinto, lolu cwaningo luveza ukubaluleka kokubambisana okuphucukile phakathi kwezikole nabanesabelo abehlukene nokuziphendulela. Lolu cwaningo lwaphinda lwathola ukuthi ukuphucula ukubambisana phakathi kwesikole nabanesabelo abehlukene, izikole phakathi kokunye zaqalisa umqondosu wokuziphendulela kubaholi beNdabuko ngemiphumela yabafundi ngokuhambisana nokusebenza komfundi ezifundweni. Ngenxa yalokho, kwaphucula ukusebenza kwabafundi ezifundweni ezikoleni ezibambe iqhaza.
The role of school-based management committees in sustaining learner discipline in three Nigerian schools.
(2023) Akinola , Feyisayo Aina.; Bhengu, Thamsanqa Thulani.
Scholarship in educational leadership and management field clearly shows that no effective teaching and learning can occur where there is lack of discipline and order among learners in schools and classrooms. In the context of Nigeria, research suggests that incidents of learner misbehaviours persist despite various interventions to curb this phenomenon. In Nigeria, School Based Management Committee (SBMC) has been established to play a proactive role in facilitating and leading school improvement and also maintain discipline in public schools. However, indiscipline in schools has remained on the high side. This could imply that interventions of SBMC in schools are often short-lived, and not sufficiently effective in achieving desired goals. The effects of the SBMC seem to be not sustained due to factors yet unknown in the literature. This begs the question, what is the role of SBMC in sustaining learners discipline in schools and how do they play such a role? Therefore, this study explored the role of SBMC in sustaining learner discipline in three secondary schools in Ekiti-State, Nigeria. Thus, the aim of this study was to understand how School-Based Management Committee promotes and sustained positive behaviour among learners in school. A qualitative case study design located within interpretivist paradigm was conducted in three purposively selected secondary schools. Qualitative design was preferred because it utilises in-depth investigation and rich information on the phenomenon. Participants comprised Principals, teachers, learners (head boy and girl), traditional representative and PTA chairpersons. Data were generated from semi-structured interview, dyadic interview, observation and document review. Data were analysed through content analysis. Literature was reviewed across Global, African and Nigerian perspectives on School-Based Management Committees and sustenance of learner discipline to delve into the field of study. Two theories were adopted as a theoretical framework for this study. Accordingly, the first centres on discipline, while the second focuses on leadership. Theories on discipline are William Glasser‟s Reality Therapy, Self-regulation theory By Bandura, School-Wide Positive Behavioural Support (SWPBS) Model. While Leadership theory are as follow: Collaborative Governance theory; Sustainable leadership theory, Share leadership theory, Instructional school leadership theory, Ethical leadership theory and visionary leadership theory. The finding suggests that SBMC in studied schools were able to maintain and sustain learner discipline through the synergy they created with other prominent stakeholders, despite some challenges that SBMC encountered and overcame during the process of sustaining learner discipline. Among the fundamental recommendations was the need for school principals and other members of the SBMC to maximise on human and social capital to bring pressure to bear on those reluctant parent to get involved in the affairs of the schools to enhance the voice of the parents on issues regarding school development and particularly in the sustainability of learner discipline. Also, This study was conducted in a small scale that comprised three school. I strongly believed that there are important issues that can be assessed in different parts of the country, through the use of a wider scale study that is quantitative in nature. As such, reseachers need to understand how the experiences shared by the SBMC in the study resonate with others in a national scale.

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Browsing Doctoral Degrees (Education, Development, Leadership and Management) by Author "Bhengu, Thamsanqa Thulani."