Browsing by Author "Blose, Sibonelo Brilliant."

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Exploring experiences of teachers leading teaching and learning in the era of advanced technology: a case study of teachers in two rural schools.
(2020) Msweli, Sindisiwe Jabu.; Blose, Sibonelo Brilliant.
The aim of the study was to explore the experiences of four teachers leading teaching and learning in the presence of technology in rural setting at UMkhanyakude district. This study aimed to understand how these teachers cope with teaching experiences under this context. Yet, rural context is known for lagging behind in terms of technology. This study intends to find the experience of teachers under this context. This includes the success and challenges. Again, study intended to find the role played by teaching in leading teaching. Also, how are these teachers devised strategies resulted from challenges they experienced. In order to understand this study of teachers leading teaching in the presence of technology, transformational leadership and teacher leadership theory was used to strengthen the study. With regard to methodology, interpretive paradigm was used and is subjective to person life experiences. Again, the study adopted case study research methodology which form the guideline to engage with the experiences of teachers leading teaching and learning in rural settings. Two methods were used to generate data, namely semi-structured interviews as primary source and classroom lesson observation as secondary source. The participants interview was recorded, transcribed before analysed. The transcribed are analyse and put thematic to respond to the research questions. The teachers teaching in rural context were found in this study doing some attempts in order to lead teaching with technological resources in their school. These attempts were planned strategies that respond to challenges they experience. Among the challenges they experience include shortage of devices; time as a factor hindrance them for leading teaching in the manner they planned; poor signal and teacher lacking skills. Moreover, these teachers were not tempted by the challenges instead certain measures were done to provide quality learners learning. Finally, study indicated two rural schools where data was generated. These schools were chosen according to availability of technology under the context.
Exploring leadership in early childhood development centres: narratives of three principals in two townships.
(2020) Muteweri, Evelyn.; Blose, Sibonelo Brilliant.
The purpose of the study was to explore the lived experiences of principals in three Early Childhood Development (ECD) centres in two townships. The study explored the identities, practices of these principals and also the influence of these principals’ practices on the operation of their centres in townships. Four research puzzles were used as instruments to generate field texts. These puzzles include; Who are the principals leading ECD centres in townships? What are the leadership experiences of ECD centre principals? What are the leadership practices of principals leading ECD centres in townships? and How do the leadership practices of principals influence the operations of the ECD centres in a township? Social Identity theory and Servant Leadership theory constituted the theoretical framework which was used to understand the experiences of ECD centre principals in townships. This study was conducted within Narrative Inquiry, which is a methodology that studies the experiences of individuals through generating narrative field texts. Field texts were generated through life story interviews, collage inquiry and photo voice inquiry. The field texts were then analysed at two levels; namely, narrative analysis (first level) and analysis of narratives (second level). Upon the examination of these ECD centre principals re-storied narratives, two key identities were identified, namely, community servants and passion driven leaders. In addition, the study found two key experiences of principals leading ECD centres in townships, namely, leading with minimal resources and lack of support from authorities. Again, the study revealed two broad leadership practices enacted by principals in ECD centres, namely, designing and leading learning programmes and harnessing funds. Lastly, the study revealed the importance of the principals’ leadership practices on the operations of ECD centres, the motivation of employees at the centres and the consequent provision of customer satisfaction.
Exploring the experiences of three secondary school principals in developing a collaborative learning culture among teachers.
(2013) Blose, Sibonelo Brilliant.; Bhengu, Thamsanqa Thulani.
Abstract available in full text version.
Leadership and rurality: deputy principals’ leadership experiences in secondary schools in a rural context.
(2022) Mbatha, Ayanda.; Blose, Sibonelo Brilliant.
The purpose of this study was to explore the lived experiences of deputy principals leading in schools located in a rural context. Meanings shaping their leadership practices and the practices they exert to respond to the demands of rurality and to contribute to effective school functioning were explored. Three research puzzles were constructed to give direction to the study, namely; What are deputy principals' experiences of leading schools in a rural context? What meanings shape deputy principals' leadership practices in schools located in a rural setting? How do deputy principals respond to the demands of the context of rurality? The context-responsive theory and generative theory of rurality constituted the theoretical framework which was used to understand the experiences of deputy principals leading in schools located in a rural setting in this inquiry. This study was conducted within Narrative Inquiry, which is a methodology that studies the experiences of individuals through generating stories as field texts. Field texts were generated through narrative interviews, collage inquiry and photovoice. The field texts were then analysed at two levels; namely, narrative analysis (first level) and analysis of narratives (second level). The study revealed four exasperating experiences of deputy principals leading in a rural setting, namely, leading and teaching with minimal resources, a struggle with cultural activities that intrude on teaching and learning, juggling between teaching and management, poor socio-economic background and lack of parental support. Furthermore, the study revealed three meanings shaping leadership practices of deputy principals, namely, rurality is not a comfort zone, but rather it is demanding, striving to capacitate learners to change their lives, love and care shaping leadership practices. Finally, the study revealed five strategies used by deputy principals to respond to the demands of rurality and to contribute to effective school functioning, namely; leading adjacent to the community and its local traditional leaders, networking with surrounding schools, employing collegial leadership and teamwork to maximize effectiveness in rural schools, leading by example to encourage other colleagues to work effectively, promotion and monitoring of extra classes to ensure learner excellence in rural schools.
Leading a thriving campus in a deprived rural context: a case study of three campus management team members at a Technical Vocational Education and Training College.
(2021) Basi, Sebenzile Patricia.; Blose, Sibonelo Brilliant.
The purpose of the study was to explore the leadership experiences of three campus management team members (one campus manager and two senior lecturers) leading a technical vocational education and training (TVET) college campus in a rural context in KwaZulu-Natal. The study intended to understand the functions of the campus management team members and the leadership practices they exert in leading a thriving campus, despite the rural setting with limited resources. Added to this, the study intended to understand how the rural setting influences campus managers’ leadership practices. The study was located appropriately within the interpretive paradigm that views reality as subjective and built from an individual’s lived experiences. Besides, the case study as a research method was used to understand the experiences of participants for the study. I generated data for the study using two methods: semi-structured interview and document review. Interviews were conducted during the COVID-19 pandemic and strict adherence to the Covid-19 health protocol was ensured. The data were analysed using the thematic method of analysis. The study found that campus management team in the rural setting with limited resources performed functions such as; investing in planning and setting direction, selection, and placement of students into programs and monitoring of teaching and learning by walking around to ensure quality in its teaching and learning processes at the college campus. The study also found that the campus management team at the TVET college faced challenges such as unavailability of student accommodation, dealing with slow learners who do not fit into the system, and poor infrastructure. However, they used extramural activities to encourage student attendance in a rural setting; they also encouraged the use of cultural diversity as strategies to promote teaching and learning while improving student academic performance at the college campus in the rural setting.
Leading for quality teaching and learning: a case study of six departmental heads in three secondary schools within the Pinetown district.
(2022) Bhengu, Sithabile Pridesworthy.; Blose, Sibonelo Brilliant.
The purpose of this study was to explore the experiences of six Departmental Heads in their leadership towards achieving quality teaching and learning within the secondary schools under the Pinetown district. The theoretical framework underpinning this study is the transformational leadership theory. The methodology used for this study is the interpretive paradigm. This study adopted the case study methodology to help better understand the experiences of the six Departmental Heads. Interviews were arranged after obtaining consent from gatekeepers and participants and the data was then generated using two data collecting methods, namely: semi-structured interviews and documents review. The interview sessions were recorded using a tape recorder and transcribed before they got analysed using thematic analysis. The major finding of the study is that the participating Departmental Heads aimed to achieve maximum curriculum coverage for the departments they lead and manage, and in doing so, they used one-on-one meetings to assist teachers experiencing difficulties in the teaching and learning process. Departmental Heads shared that they monitor if quality learning and teaching takes place by checking learner exercise books, learner files, teacher files and making sure the teacher attends to the classroom as per period timetable. The Departmental Heads also expressed that in performing their duties, they experience challenges such as teachers who possess a negative attitude towards their work and teachers who show a negative attitude by portraying certain actions when it is time to go to class. The actions include a teacher not going to class on time, absenteeism, and sitting in the staff room during teaching time. Departmental Heads did not only discuss the challenges, but they added to the study by mentioning that principals play a supportive role when required to do so. The principal was viewed as someone who assists in organising workshops that will improve the Departmental Heads’ skills where necessary and is someone who assists financially when organising extra help for the improvement of learner ability on certain difficult subjects. The principal is also viewed as someone who assists in getting the parents involved when it comes to the disciplining of learners who disturb the teaching and learning process.
Leading instruction in TVET college campuses: learning from experiences of five campus managers in two colleges.
(2022) Bubele., Nogcantsi,; Blose, Sibonelo Brilliant.
The purpose of the study reported in this dissertation was to explore campus managers’ experiences of leading instruction in Technical Vocational Education and Training (TVET) college campuses. It is responsibility of a campus manager to create a conducive environment for teaching and learning, and also to improve the quality of teaching and learning in TVET colleges. This phenomenon has received little research attention, yet it is important to find out how campus managers perceive leading instruction and how they, through their experiences of leadership create learning environments that are conducive for teaching and learning. The instructional leadership concept, particularly Hallinger and Murphy’s 1985 model was adopted to frame my understanding as I engaged with campus managers’ experiences of leading instruction. A qualitative case study within the interpretive paradigm was adopted to explore the campus managers’ experiences of leading instruction in five campuses of two TVET colleges. Data was generated through semi-structured interviews. National and international scholastic literature was interrogated in order to shed light on the research topic. The analysis of the generated data led to the findings of the college campus managers’ experiences, challenges and responses to the challenges that emerge when they are leading instruction in their campuses. The findings were presented in themes in sequential form that was based on presenting answers to the key research questions. Nine themes were developed to answer the research questions. In addition, in the themes, it emerged that campus managers displayed high levels of collaborative leadership approach as instructional leadership practices in their campuses. It was also concluded that there are challenges which campus managers face in their TVET colleges campuses and some of these challenges are historical and may not be easily fixed by campus managers.
Leading teaching and learning in an overcrowded classroom: experiences of four teachers in two secondary schools.
(2019) Biyela, Bonakele Ntombiyomusa.; Blose, Sibonelo Brilliant.
The purpose of this study was to explore teachers’ experiences of leading teaching and learning in complex conditions of overcrowded classrooms. The study was conducted in two secondary schools in King Cetshwayo District. The study intended to understand teaching practices enacted by teachers leading teaching and learning in overcrowded classrooms. Again, the focus was to explore challenges experienced by teachers leading teaching and learning in overcrowded classrooms. Lastly, the objective was to elicit the strategies applied by teachers to respond to challenges they experience in overcrowded classrooms. In order to understand strategies enacted by teachers in overcrowded classroom conditions, the context responsive and adaptive leadership was adopted as a theoretical framework in this study. Methodologically this study was located within the interpretivist paradigm which views reality as subjective and emanating from peoples’ lives and experiences. In addition, the case study research methodology was adopted to understand the participants’ experiences. Two methods were used to generate data, namely, semi-structured interviews and observation. The interview sessions were recorded using a tape recorder before there were analysed. Thematic analyses method was used to analyse data generated through both interviews and observations. The study found that teachers are not well equipped with skills to enable them to teach in overcrowded classrooms. Teachers lack training and support from District officials and the Department of Basic Education at large. Teachers experience numerous challenges in overcrowded classrooms, including violence (fights in classrooms), high noise levels and cheating among learners emanating from stress caused by seating arrangements and lack of space. The study showed that these teachers do not capitulate to the challenges of overcrowding, but they improvise and discuss strategies between themselves, meet regularly with individual learners to ensure quality teaching. Finally, the study revealed that the schools in which study was conducted assist teachers through intervention by Non-Governmental Organisations (NGOs) and school management teams (SMT).
Negotiating between two competing leadership roles: narratives of principals serving as trade union executive members.
(2021) Hlongwa, Hazel Ndumiso.; Blose, Sibonelo Brilliant.
This exploration study focused on school principals who are also serving as trade union executive members. The study was conducted with three school principals, namely, two from primary schools and one from a full-service school. The purpose of the study was to explore these school principals’ background as well as their lived experiences. Further, the study examined the role identities they construct of themselves, the influence of serving in a union executive committee on school principals’ leadership practices and their negotiation between the two contesting leadership roles. Three research puzzles were utilized as tools to generate data, namely, what role identities do principals construct of themselves as school principals and also as trade union leaders, how does serving in a union executive committee influence leadership practices of principals and how do school principals serving as trade union leaders negotiate between the two contesting leadership roles? The theoretical framework used to understand the lived experiences of the participants consist of two theories, namely, social identity theory and relationship leadership theory. Narrative inquiry methodology was used to conduct this study. Data was generated by making use of unstructured interviews, collage inquiry and artefacts inquiry. Generated data was then analysed at two levels, namely, narrative analysis (first level of analysis) and analysis of narratives (second level of analysis). In the process of establishing the role identities that the participating principals construct of themselves, two themes emerged; namely, school principals first before becoming union leaders and trade union leaders as political activists. In addition, it was found that union inherited traits and fellow union members’ scrutiny influence the participants’ leadership practices in schools. Again, the study put to light two critical aspects that are utilised by the participating principals to negotiate between their two leadership roles; namely, time management and strong collaboration within their SMTs. Finally, the study revealed that teacher unions equip principals with skills and qualities needed to lead schools. It was then concluded that teacher unions are another avenue from which principals who are also union executive leaders draw quality leadership skills.
Perspectives of principals on the position of deputy principals in selected secondary schools of uMlazi district.
(2022) Mnikathi, Phumlani Samuel.; Blose, Sibonelo Brilliant.
The purpose of this study was to explore the perspectives of principals on the position of deputy principals in five selected township secondary schools. Three research questions guided the study, these research questions are; What are principals’ perspectives on the position of the deputy principals in selected secondary schools? How do principals deploy deputy principals as their assistants in the management of schools? And why do principals deploy deputy principals the way they do? Local and international literature on the position of deputy principals was reviewed. A distributed leadership theory served as a theoretical framework for the study and was used to understand the perspectives of principals on the position of deputy principals. A multiple case study was employed as a research methodology as it is a research style that is used where two or more cases are studied concurrently to generate a broader understanding of the research at hand. The findings of the study first revealed that principals perceived deputy principalship as a two-pronged position in township schools; it involves administrative and academic roles. Secondly, principals perceive deputy principals as leaders who are not absolved from the teaching role, and this is in keeping with the job description of deputy principals. The findings of the study also showed that principals assign deputy principals in the management of schools through fostering collaboration amongst their deputy principals and between themselves and deputy principals. Furthermore, principals assign deputy principals to deputise in their absence and use collaboration and deputising as strategies to prepare their deputy principals for the principalship position.
The role of circuit managers in leadership and professional development of principals: perspectives of six secondary school principals.
(2022) Shamase, Nomusa Princess.; Blose, Sibonelo Brilliant.
The focus of the study reported in this dissertation was to explore the role of circuit managers in the leadership and professional development of principals; this was studied from the perspective school principals. The study was conducted in six secondary schools in Umlazi District in KwaZulu-Natal, and principals of these schools participated voluntarily. Since there is no prior qualification that is needed in South Africa before teachers are appointed to a principal position, I wanted to understand the principals' perceptions of the role played by circuit managers in their leadership and professional development. The study also intended to explore the different strategies that circuit managers implement in pursuit of developing principals' leadership and professional skills. Lastly, the study also explored the impact of the strategies implemented by the circuit managers. I located myself within an interpretive paradigm in this study; this paradigm is grounded on the belief that there is no single absolute truth, but it is created through the engagements of the researcher and participants. Reality is subjective and emanates from people's real-life experiences. Transformational leadership theory and Gray and Bishop’s leadership development model formed the theoretical framework that underpinned this study. Furthermore, the case study research methodology was used to comprehend the principals' experiences. The thematic analysis method was chosen to analyse data that was generated through semi-structured interviews. The study found that the role of circuit managers, from the perspective of principals, played a pivotal role in developing principals’ leadership and professional development. The participating principals shared a similar sentiment that circuit managers played the role of building their capacity. Among other things, principals mentioned that circuit managers implemented mentoring and modelling, twinning schools to foster collaborations and ongoing training as strategies to enhance principals' professional and leadership growth. The study further found that the implementation of these strategies by circuit managers resulted in principals growing their management and leadership practices.
Thriving instructional leadership practices and functions in challenging contexts: lessons from two Nigerian principals.
(2016) Olaoluwa, Adebiyi David.; Phumlani, Phumlani Erasmus.; Blose, Sibonelo Brilliant.
The purpose of this study is to account for instructional leadership practices and functions of principals that succeed in challenging contexts and to know how these principals demonstrated these behaviours and functions so that the contextual realities could not limit nor hinder them from achieving high academic performance in their schools. Literature on instructional leadership practices and functions in challenging contexts is limited. Moreover, how instructional leadership practices and functions can suppress contextual realities has not been sufficiently explored. Hence, this study engaged in qualitative research situated in the interpretivist paradigm to build a case around two successful Nigerian principals serving in challenging contexts. These two principals were purposively selected alongside eight teachers from the two schools where the principals served. Documents such as school prospectuses, minute books, time books, staff rosters and other vital documents were purposively selected to uncover the instructional leadership behaviours and functions of principals who succeed in challenging contexts. Data from the study participants were obtained through semi-structured individual interviews and focus group interviews. Thematic abstraction was used to analyse and give meaning to the data. Emerging from this study is that principals who are able to achieve high learner academic achievement in challenging contexts demonstrate instructional leadership behaviours and functions which are guided by thinking leadership, building synergy and exerting discipline. Thus, applying the insights emergent from this study, principals serving in challenging contexts can overcome their contextual realities and thereby achieve high learner academic performance in their schools.
Traversing the realm of school governance: storied narratives of female parent governors serving township schools.
(2019) Chohan, Tasnim Ebrahim.; Blose, Sibonelo Brilliant.
There seems to be a wealth of studies conducted from the perspectives of different stakeholders, namely: principals; teachers and parents, about their experiences in school governance, however, there seems to be a gap in literature pertaining to the day-to-day lived experiences of female parents serving in school governance. In light of this, the purpose of this study was to explore through narrative inquiry, the lived experiences of female parents serving in school governance. The social identity theory and power-control theory formed a theoretical framework to understand the lived experiences of female parent governors. The study used two primary schools as its research foci. These schools are located in a township area called Chatsworth which is situated south of Durban, KwaZulu-Natal, South Africa. Three female parent governors were purposively selected as research participants as this study focused specifically on female parents serving in school governing bodies. Data was generated through narrative interviews and collage inquiry. The generated data was analysed at two levels. In the first level of analysis (narrative analysis) participants in collaboration with the researcher, re-storied the data using the emplotment technique to develop individual narrative accounts for each participant. At the second level of analysis (analysis of narratives), I deconstructed the re-storied narratives through paradigmatic processes, to determine common and unique threads that emerged from each narrative account. The findings revealed a conspicuous presence of female parents within the realm of school governance. It emerged very clearly that female parent governors possess multiple similar and unique identities in terms of their family background; religion and socio-economic status. It is also clear that these identities influence the way these female parents execute their roles. Also revealed in this study are the attitudes and perceptions of fellow parent members towards the female parent governors in this study. Evidently, the females in this study have experienced both empowerment and growth whilst challenges in the form of attitudes from fellow members, educators and parents posed to create hurdles for these female governors. However, their passion, determination and love for the children spur them on to go the extra mile in serving competently to ensure positive transformation in the school and to bolster effective teaching and learning which will ultimately benefit the children.