Browsing by Author "Chikoko, Vitallis."

Now showing 1 - 20 of 64

The 'birth' and growth of good school governance practice : evidence from selected primary schools in Pinetown district.
(2012) Mfeka, Nombuso Favourite.; Chikoko, Vitallis.
This study sought to investigate how good school governance practice in South Africa can be created and sustained. The government introduced the South African Schools Act 84 of 1996 (SASA) which gives School Governing Bodies (SGBs) considerable responsibilities with regard to school governance. Among those duties there are four mandated areas of school governance namely; School Policy, School Development, School Administration and School Finance. However, a number of examples can be cited from literature that support the view that many SGBs are not achieving the intended goals and that there have been challenges and questions about their efficacy. There appears to be a dearth of studies revealing good school governance practice despite that it seems that such practices do exist. Despite the abovementioned challenges that highlight the ineffectiveness of many SGBs, from my personal experience and from my informal observations of some schools in the Pinetown District I have ascertained that there are schools that are effectively governed. In those schools the SGBs work as partners with other role players and govern school collaboratively with continuous ongoing communication. It was such good practice that triggered my interest in investigating this topic further. It would appear that there is inadequate knowledge regarding how such good governance comes about, and how it is sustained. Therefore, this study sought to contribute to filling this void. This study adopted a qualitative approach, and is located within the interpretivist paradigm. I adopted a multi-site case study research design. The study was conducted using individual interviews, focus group interviews and observations. The findings suggest that all school stakeholders play a significant role in all areas of school governance as they are required to provide mutual support, share power and work jointly for good school governance practice, because in this democratic era it is important that all school stakeholders work as partners. The study recommends that the SGBs should encourage and empower all school stakeholders to actively participate in school matters in order to develop, monitor and adjust to long term school effectiveness.
Challenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone.
(2007) Madlala, N. C.; Chikoko, Vitallis.
The study sought to investigate challenges faced by school level women managers and the extent to which they coped with such challenges. To collect data the study used a triangulation of three instruments: interviewing, observation and document analysis. The findings of the study revealed that the barriers that retard women's progress in management include the endocentric bias and patriarchal nature of the society which 'make it difficult for women to be accepted as managers, the traditional stereotypical perceptions of women's abilities and attitudes towards women's family roles. The study concluded that although women education managers still face many barriers in their job, they are working hard to try and cope with them. As managers they are more inclined towards contemporary approaches to management such as participative engagement of those they lead. The researcher recommended that the following seemed to be possible strategies to address the challenges: induction programmes, mentoring, women networks as well as training programmes.
‘Climbing the ladder’: leadership succession through the development of teachers in self-governed schools in South Africa.
(2021) Webber, Robert Charles.; Chikoko, Vitallis.
Leadership in schools is seen as invaluable, and the competence of leadership is said to have a direct correlation to a school’s success. This study serves to understand what self-governed fee-paying schools do to preserve and create leadership pathways that ensure constant and effective leadership within their schools in South Africa. The term ‘climbing the ladder’ in the title refers to post-level 1 teachers, who through deliberate leadership development in schools have become the top candidates to rise in the formal management ranks within their schools, and so it is a key phrase in this study. This study is located within the interpretivist paradigm, with a qualitative methodology to aid the outcomes of gaining in-depth knowledge of the creation of succession pathways within self-governed schools. This study utilised a multiple case study, or a collective case design, using middle managers and principals at schools as participants. The sampling and data generation included two self-governed secondary schools located in the urban area of Durban, within the Umlazi district of KwaZulu Natal, South Africa. Purposeful sampling, convenience sampling, and concept case sampling were used to ensure prime participants were utilised (the principals of both schools) who, through the reputational case scenario, nominated additional participants in the middle management ranks through snowball sampling. The data collected for this study were generated in the field, in the natural setting of the participants, by the researcher. Data were generated through semi-structured interviews using an interview schedule of pre-determined questions. The analysis of data employed a thematic analysis of the data done inductively. The data between the transcripts were then compared using a constant comparison method to develop analytical categories. The findings revealed that schools create good leaders who enter an internal succession plan. This is created by the school through leadership development; succession planning; identification of future leaders; empowerment through additional tasks; the characteristics of a leader; having a ‘ladder’ culture, and because of the characteristics of self-governed schools in South Africa.
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.
The dynamics of child vulnerability in a selected South African primary school: focus on leadership and management.
(2021) Hoosen, Lynette Denyse.; Chikoko, Vitallis.
Educators and school managers provide key insights on child vulnerability which are derived from their experiences in the school setting. A more robust understanding of the phenomenon of child vulnerability is necessary to direct school-based intervention and to achieve quality education. Bronfenbrenner’s Bio-ecological Systems’ Theory (1979), Abraham Maslow’s Theory of Human Motivation which outlines The Hierarchy of Human Needs (Maslow, 1943), and the Transformational Leadership Model (Burns, 1978) provided a lens to understand the nature and extent of child vulnerability, how it manifested in the school, why it is understood and experienced in the way that it is and what can be learnt from this. The study employed a qualitative, interpretive approach, adopting a single case-study in its methodology. Ethical principles were observed throughout the data-generation process. Trustworthiness of findings was ensured since data was generated through semi-structured, individual face-to-face interviews and two focus-group discussions. Seventeen participants comprising Level one educators, School Based Support Team and School Management Team members were included. Research was conducted in one public primary school in KwaZulu- Natal. Data was analysed and arranged thematically. Insights gained from this study reflect the complexity of the phenomenon of child vulnerability. The South African education system is undergirded by a strong legislative framework, yet fraught with systemic challenges reflecting deficiencies at multiple levels and a lack of collaboration between schools and communities. The quality of education remains poor despite improved access. Challenges that emerged were primarily attributed by educators to unfavourable circumstances within the home. Overwhelmed educators expressed frustration at the lack of support and the circumstances they face. School-based contributors to vulnerability are often overlooked yet are significant. A transformational leadership approach to achieve quality education is required to improve educator role perception and facilitate capacitation of educators to address vulnerability in the school context. Universal staff capacitation for screening, identification, assessment and support of vulnerable learners is necessary to achieve inclusive education. Close school community collaboration to confront harrowing realities inflicted by poverty and deprivation facing children is needed. Finally, this study suggested that school-community collaboration at multiple levels is imperative to address child vulnerability for any intervention to be effective, transformative and sustainable.
The dynamics of generating and managing educational resources in Swaziland selected secondary schools.
(2017) Langwenya-Myeni, Doris Nompumelelo.; Chikoko, Vitallis.
In this study I investigated the dynamics of generating and managing educational resources in Swaziland secondary schools. The need for this study arose out of my realisation of a knowledge gap namely the inefficiency in physical and material resource distribution, high secondary school costs of education and financial resource mismanagement in schools. In the study I explored the experiences of Head Teachers (HTs) and Heads of Departments (HODs); factors affecting educational resources; and practices to sustain educational resources generation and management. I employed a mixed methods research approach using a multiple-site case study design. I purposively selected six government secondary schools with six HTs and thirty two HODs as participants of the study, in two regions of Swaziland. I generated data through a questionnaire, face-to-face interviews, focus group interviews and document analysis. Qualitative data were analysed by means of descriptive statistics. Qualitative data were analysed through thematic analysis. I adopted a three-pronged theoretical framework involving the collegiality theory of management, the systems approach and funding models. Findings revealed that while the schools had the basic resources, some of these were obsolete and others needed immediate repair. Although schools seemed to have the potential of linking with the external environment, resource generation therein was currently inward looking and very limited in terms of expansion strategies. The schools did not have structures in place for resource mobilisation and management. There was an apparent absence of clear policy guidelines on resource activities, no strategic planning conducted with the external world and school managers (HTs and HODs) seemed to lack skills and techniques for generating and managing educational resources. I conclude that the schools need to improve upon their internal mechanisms to manage existing resources. I further conclude that the current inwards looking approach to resource generation is unsustainable. Schools need to forge partnerships at two main levels: with other schools and with the broader community.
The dynamics of implementing school-based teacher professional development in South Africa: a case study of one rural education circuit in KwaZulu-Natal.
(2020) Nhlumayo, Buhle Stella.; Chikoko, Vitallis.
To transform education in South Africa, it is necessary that teachers, school principals and the circuit manager be appropriately equipped to meet the mounting challenges and needs of this developing country through the accurate implementation of school-based teacher professional development. Drawing from Wenger’s (1999) social learning theory, Speck’s (1996) and Knowles’ (1984) adult learning theory and Liu and Hallinger’s (2017) learning-centred leadership, this study aimed to do the following: explore how teachers, school principals and the circuit manager understood and experienced school-based teacher professional development in this circuit; investigate why teachers, school principals, and the circuit manager understood and experienced school-based teacher professional development the way they did; and to determine what could be learnt from the dynamics regarding the way forward in implementing school-based teacher professional development. The study was grounded in the qualitative interpretive approach and employed a multiple case study as the methodology. All ethical issues were observed before and during data generation. To ensure trustworthiness of findings, multiple data generation instruments, such as semi-structured individual face-to-face interviews and focus group discussions, were used. 28 teachers and four school principals from four primary schools in a selected rural education circuit in the province of KwaZulu-Natal, and one circuit manager, were participants of the study. Content analysis was employed to analyse data. The conclusions arrived at indicate a cocktail of dynamics around the implementation of SBTPD in rural schools. These dynamics include a limited and restricted understanding of SBTPD on the part of the teachers, school principals and the circuit manager, which caused the failure of schools to initiate their own SBTPD programmes. Schools could use departmentally driven programmes to launch their own school-based programmes. This study also established that there was abuse of the cascade model of TPD, which displayed a need for capacity-building and a change of attitude for teachers so that they could use the model to benefit them. The researched schools used lack of infrastructure and facilities as a scapegoat for their abdication of the appropriate implementation of SBTPD. The study established that schools could use what they had to ensure the effective implementation of SBTPD. The study also found that there was a lack of intra-school and interschool collaboration that hindered the effective implementation of SBTPD. The study proposed that a school-based collective participation model, on the ground, would assist teachers to confront the reality in their contexts. Lastly the study suggested that teachers, school principals and the circuit manager could adequately benefit from the provision of capacity-building on understanding how to implement SBTPD in schools.
Dynamics of managing the integrated quality management system: a case study of three primary schools in Umlazi District.
(2018) Mbhele, Gladness Thenjiwe.; Chikoko, Vitallis.
Abstract available in pdf.
The dynamics of partnership in South African schools: learning from school principals, SGB chairpersons and teacher-union site stewards.
(2019) Khuzwayo, Zamokuhle Innocent.; Chikoko, Vitallis.
This study explored the dynamics of school partnership in five schools located in the Durban Metropolitan area. This study was a multiple case-study. I utilised four research questions. Though literature on partnership was available, there was a knowledge gap regarding school partnership`s dynamics, involving school principals, SGB chairpersons and teacher-union site stewards. This study`s theoretical frameworks were The Participative and the Transformational Leadership Theory and the Collegiality Leadership Model. These frameworks prepared the researcher to understand the essence of partnership. The study was a qualitative approach located within the interpretive paradigm. I utilised semi - structured interviews to generate data on two occasions. Scholars` writings, policies and South African legislation were the basis of reviewed literature. They all promote partnership principles, among others are support, honest and mutual respect. Unfortunately, some of these partnership leaders, did the opposite. Findings reveal that school partnerships were full of tensions, power struggle, betrayal, corruption, nepotism, moral degradation and self-enrichments. Despite all these setbacks, there were a few leaders, who stuck to their guns, to ensure that school partnership operated within the democratic principles. Though they were the minority, their moral conduct and adherence to the democratic principles ensured that, fellow partners emulated their leadership style. This led to the realisation that to avoid conflict situations, it was essential to be democratic, adopt a participative approach and be the transformational leaders. Most came up with various suggestions regarding the enhancement of school partnership. These proposals were democratic principles that are highlighted throughout the study as key to effective partnership. Furthermore, these partners stated that they learnt principles, such as democratic governance and shared leadership from fellow - ethical partners. What was also inspiring was that these partners did not only come up with proposals regarding the enhancement of partnership, but they committed themselves to be agents of change. They learnt from the very few partners who promoted ethical leadership amongst fellow partners. This study concluded that as long as there are democratic and moral leaders in school partnership, there is a silver lining that a utopian school partnership would be realised
The dynamics of school performance: evidence from three primary schools=Inhlukano ekwenzeni kwesikole: Ubufakazi obutholakala ezikoleni ezintathu zamabanga aphansi.
(2021) Mtshali, Enock Bhekokwakhe.; Chikoko, Vitallis.
The South African education system has instituted policies and programmes to expect schools to function better, but this does not seem to be the case when measured by school performance. School performance in South Africa is a multi-faceted phenomenon that needs to be studied and understood in-depth, hence this study on the dynamics of school performance. This is a qualitative research study positioned in the interpretivist paradigm to understand multiple realities about the dynamics of school performance as expounded by Rehman and Alharthi’s (2016) that interpretivists believe in multiple socially constructed realities. The study adopted a multiple case study approach involving three primary schools in one district of the KwaZulu- Natal province. The following questions were posed: what factors influence school performance? How do teachers and school management team members see these factors influencing school performance? How can school performance be enhanced? Research participants included the school principals, departmental heads, and teachers in each school. The data generation instruments included interviews, observations, and document reviews. Central to school performance, the major conclusions reached show that school culture was the overarching dynamic of school performance. Within school culture, the key sub-dynamics were the nature of leadership and management, the quality of teaching and learning, and school community relationships. Schools need not only rely on the policies and programmes from the Department of Education (DoE) to improve their performance. Heavy reliance on the directives by the DoE seems not to make schools accountable for their academic performance. In addition to the policies and programmes for improving school performance, schools need to develop internal school performance strategies. Iqoqa Uhlelo lwezemfundo eNingizimu Afrikha lusungule izinqubomgomo kanye nezinhlelo ezilindele ukuba izikole zisebenze kahle, kodwa lokhu akubukeki kunjalo uma kukalwa ngokwenza kwesikole. Ukwenza kwesikole eNingizimu Afrikha ukuba isenzekoningi esidinga ukucutshungulwa bese siqondwa ngendlela ejulile, njengoba lolucwaningo lubheka ukuhlukahlukana ngokwenza kwesikole. Lesi sifundo sikhethe uhlonzoningi lohlelokwenza olufaka izikole ezintathu ezisemabangeni aphansi kusifunda esisodwa esifundazweni sakwaZulu-Natali. Imibuzo elandelayo yaphonswa: ngabe iziphi izimbangela ezaba nethonya mayelana nokwenza kwesikole? Ngabe bazibuka kanjani othisha kanye namalungu omkhandlu wokuphatha kwesikole izimbangela ezithonya ukwenza kwesikole? Kungakhuthazwa kanjani ukwenza kwesikole? Ababamba iqhaza ocwaningweni kufaka uthishomkhulu, izinhloko zeminyango, kanye nothisha isikole ngasinye. Amathuluzi okusenga ulwazi afaka uhlelongxoxo, ukupha iso kanye nokubuyekeza imibhalo. Imiphumela ikhomba ukuthi isiko lesikole yilona elaba wungqoshishilizi enhlukwaneni yokwenza kwesikole. Ezibilini zesiko lesikole, okuwukhiye ngaphansana kwenhlukano kwabe kuyisimo sobuholi kanye nokuphatha, izinga lokufundisa nokufunda, kanye nobudlelwano nomphakathi ongumakhelwane nesikole. Izikole azikudingi ukuthembela kuzinqubomgomo kanye nasezinhlelweni zoMnyango wezeMfundo ukuthuthukisa ukwenza kwazo. Ukuthembela kakhulu emiyalelweni yoMnyango wezeMfundo akuzenzi izikole zikwazi ukuphumela obala ngokwenza kwazo. Uma kunezezelwa ezinqubwenimgomo nezinhlelo zokuthuthukisa ukwenza kwesikole, isikole sidinga ukukhulisa ngaphakathi amaqhinga okwenza kwesikole.
Educational managers' understanding and experiences of the implementation of inclusive education : evidence from selected urban primary schools in Zimbabwe.
Mutyavaviri, Pamela Nyarai.; Chikoko, Vitallis.
This study focused on the school heads‟ understanding and experiences of the implementation of Inclusive Education in selected urban primary schools in Zimbabwe. The apparent absence of a tentative policy statement that informs the understanding and implementation of Inclusive Education in Zimbabwe results in different understandings and experiences. Using the multiple site case study design, I interviewed four primary school heads. I used observation and document analysis as supplementary data generation instruments. The theoretical framework identified the Social Ecological Model and the Transformational Leadership theory as the lens through which inclusion maybe understood and successfully implemented and managed in the schools. Findings show that inclusion and integration characterised by special classes and Resource Units have been implemented in the schools. A pull-out programme was being used for language and learners who needed individualised instruction. Issues such as lack of knowledge and experience among the school heads, government mandating the implementation of inclusion in the schools, lack of resources, issues of assessment and absence of inclusive curriculum, large classes and negative attitudes by teachers have been cited as issues that affect the school heads‟ understanding and experiences of Inclusion. The study concludes that the school heads‟ understanding and experiences of Inclusive Education bear great significance towards its effective implementation in the schools. With better understandings and experiences, there are indications that the school heads can enhance the implementation of I.E. in the participant schools leading to improved inclusive practices.
Educator's perceptions of the effectiveness of the training for the Integrated Quality Management System.
(2009) Abdul, Phraba.; Chikoko, Vitallis.
The purpose of this study is to explore the perceptions of educators on the effectiveness of the training for IQMS. The study explores just how effective the training was and what does this mean for the classroom practitioner in their implementation of the IQMS. Since 1994, the South African Department of Education has directed the educational system through a series of initiatives and has set quality assurance of the education system as its overriding goal. In 2003 the Integrated Quality Management System (IQMS) was gazetted as a national instrument for the evaluation of educators and schools. The appraisal is driven not only by the need to develop, but also to evaluate individual educators for salary and grade progression, affirmation of appointments, rewards and incentives. It is a particularly sensitive initiative and therefore the advocacy and training should address management issues of appraisal and be adequate to promote effective implementation. Currently, the training program employed by the Department of Education is the ‘cascade model’; starting with the national team and involving other teams at subsidiary levels. The one to one interviews and the group interviews comprise of level one educators who have gone through the process of IQMS. These respondents are at the lowest level of the cascade model of training used. The main finding was that most of the respondents were unhappy with the training they received and felt that the Department in terms of retraining, support and intervention programs did not support the initial training. The study recommends that it is essential for the Department to have a national / provincial training coordinator who is allocated a limited time slot at subsidiary training programs to clarify all the relevant issues and questions in the training program. This would give a national / provincial perspective on the implementation of IQMS. The study also recommends further training to be convened to clarify inconsistencies in the implementation of IQMS.
The effectiveness of training of school governing bodies provided by the KZN Department of Education : perceptions of parent-members at three Phoenix West schools at the Kwa-Mashu circuit in the eThekwini region.
(2006) Mthiyane, Siphiwe Eric.; Chikoko, Vitallis.
This small-scale study sought to investigate "The effectiveness of the training of School Governing Bodies provided by the KZN Department of Education: perceptions of parentmembers at three Phoenix West Ward schools of the Kwa-Mashu Circuit in the Ethekwini Region". This qualit ative study gathered data through the case study approach guided by the following key questions: 1. What are the parents ' perceptions regarding the training methods used at SGB workshops? 2. What are their perceptions regarding the adequacy and appropriateness of the training content? 3. What are their views in terms of how the training of SGBs can be made more fruitful ? The study entailed interviewing parent members of the SGBs at three Phoenix West schools, analysing training documents as well as observation of training workshops. The findings of the study revealed that the KZN Education Department basically uses the workshops approach and cascading method to train SGBs. It was also found that the cascade model used alone has problems. A lot of vital information gets distorted or lost as the information is cascaded to the lower levels. The cascade model also may lead to increased monopoly in attending workshops and consequently, marginalisation of other SGB members. In the light of the above challenges, I recommend that radio broadcasts be used to compliment the cascading model and other methods to transmit information to as many SGB members as possible. In addition to the written manuals that are provided to schools, it is recommended that other visual and audio resources such as training videos cassettes and CD materials be provided as part of the SGB training resource packs. This is possible now because most schools, even in rural areas, have electricity and television sets. The use of two different actors in the training field did not seem to add value to the objectives of training. These programmes were run by the School Governance Training Unit (SGTU) based at the Pinetown District Office and School Effectiveness Programme based at Ulundi (and later Pietermaritzburg) Head Office. They had separate programmes, budgets and officials. Instead of bringing development to the SGBs, these programmes seemed to have brought clashes of workshop dates and confusion to the SGBs. It is suggested that these programmes be amalgamated as they serve the same purpose for the SGBs.
Ethical leadership in South African schools: learning from the experiences and practices of selected proactive school principals.
(2021) Meyiwa, Nompumelelo Priscilla.; Chikoko, Vitallis.
South African schools need ethical leadership, given the nature and level of unethical conduct that is reported on in schools, with some school principals said to be the perpetrators. Despite the sound policies that apply to the education sector, the situation still seems to persist. This study aimed to understand selected school principals’ experiences and practices of ethical leadership in their daily lives. These school principals were reliably believed to be ethical leaders. The study involved exploring and understanding what informed their experiences and practices, how they managed dilemmas and why they behaved the way they did as well as determining what could be learnt from the participants’ experiences and practices. This study adopted a two-pronged theoretical lens, specifically Greenleaf’s (1977) servant leadership theory and Bill Grace’s (1999) 4Vs model of ethical leadership. The servant leadership theory places the emphasis on the leader serving followers before leading them. The leader does this with the aim of influencing followers to also adopt the spirit of serving others. In the 4Vs ethical leadership model, leaders develop a vision for the organization and use their voices to articulate the vision. This vision stems from their own understanding and conviction of their personal values. All of this is influenced by the will to achieve the common good, which is a virtue. The study was qualitative, situated within the interpretivist paradigm. It used the narrative inquiry research design. The participants were five school principals from township primary and secondary schools in a selected circuit of the KwaZulu-Natal province. The findings reveal that the school principals experienced ethical dilemmas that were influenced by, among others, the prevailing socio-economic conditions, political interference, especially from teacher unions, and lack of support from the Department of Basic Education and other stakeholders. Their key practices included shared decision-making, leading by example, accountability and responsibility, empathy and care. They cited having a vision and foresight, empowering followers, serving others, humility, accountability, listening to others and moral decision-making as what informed their practices. These practices were underpinned by values such as integrity, honesty, justice and fairness, empathy and care as well as respect for their practice.
An exploration of school cultures associated with good academic performance in two primary schools in Lesotho.
(2009) Rampai, Amelia Tantso.; Chikoko, Vitallis.
This case study was located in the qualitative research approach under interpretive paradigm. The study explored school cultures associated with good academic performance in two selected primary schools in Lesotho, which perform well academically. It aimed to find out the types of school cultures of those schools and how they sustain their cultures. These schools are located in the Leribe district around Maputsoe area. The study was conducted by means of semi-structured interviews. Eighteen teachers were interviewed. The intention was to interview ten teachers in each school, but two teachers in Maliba School declined. Observation and document analysis methods were used for data production and verification. The findings of the study revealed several aspects involved in striving for good academic performance. There were lots of similarities in the findings in both schools. They were categorized into themes namely, time management, rituals and ceremonies, relationships within the school, teaching and learning processes; and school improvement and development. The findings revealed that subject teaching is the most appropriate technique and teachers choose subjects according to their expertise, so that every teacher imparts knowledge to learners satisfactorily. This practice also allows the adoption of various methods. Teachers manage to attempt several lessons in a day successfully. The findings revealed that openness among the colleagues is important because they disclose their problems and get assisted. The conducive environment allows dedication and commitment to work. A support from the principal and colleagues which results from good relationships empowers teachers in their work. This study recommends that the government should allow subject specialization for primary teachers and they should be trained for that. Good time management should be part of school culture as well as commitment.
Exploring coping strategies employed by teachers to manage daily workload.
(2015) Nguse, Hlengiwe Abigail.; Chikoko, Vitallis.
Teacher workload has been the subject of interest for both local and international researchers alike. These studies have sought to investigate: how teachers perceive their workload, actual teacher working hours, possible solutions to work overload and coping resources used by teachers to manage their workload. The findings have consistently shown that teachers are faced with heavy workloads. As a teacher who once exited the profession due to burn out, I sought to conduct an investigation into how other teachers were managing to cope with workload. The majority of the previous studies employed quantitative research designs and made use of questionnaires and surveys as data generation methods. I identified a gap and saw the need to conduct a qualitative study on how teachers cope with workload. A teacher’s workload is divided into teaching duties, extra and co-curricular duties, administrative duties, interaction with stakeholders and communication. The focus of this study is on teacher workload as it relates to the teaching duties. These duties include planning, preparation, assessment, recording and reporting. The study has adopted a qualitative research design and in-depth interviews were conducted with seven teachers from two high schools. Domain analysis and open-coding were used to categorise data into themes during the data analysis stage. Apple (1986)’s theory of work intensification and Gronn’s concept of distributed leadership formed the framework underpinning this research. The findings revealed that work intensification may yield both negative and positive results. The study reported that the participants faced heavy workloads in the form of administrative and co-curricular duties, working in one-man departments, and working long hours. It was, however, found that teachers were finding ways of managing this overloading. The report of a heavy workload was therefore found not to be synonymous with the inability to cope. Some of the coping strategies reported in the study included collaborative teaching, the use of archived assessment tools, planning in the holidays, the use of written feedback and archived report comments. It is a recommendation of this study that school leaders actively research ways of promoting teacher collaboration as well as creating platforms through which teachers can freely share their experiences in non-threatening environments. I also recommend as an area for further research that studies be conducted with the aim of establishing compatibility between teaching time and the syllabi for various teaching subjects.
Exploring management experiences of Black African principals in former White schools : a multiple case study of six principals in Durban.
(2013) Khuzwayo, Zamokuhle Innocent.; Chikoko, Vitallis.
Abstract not available.
Exploring power dynamics between school male managers and female teachers.
(2012) Zulu, Jerome Khulekani.; Chikoko, Vitallis.
This study sought to explore power dynamics between school male managers and female teachers. This is a qualitative study located in the interpretivist paradigm. This study adopts a case study research design that utilises interviews to generate data. The data was analysed using qualitative thematic approach. The study is underpinned by two theories, namely, political theory and gender and power theory. The study’s findings suggest that the relations between male managers and female teachers are not good in the researched schools. Traditional Zulu culture is used by male managers to sideline female teachers. Male managers seem not interested in the programmes that are meant to improve their managerial skills. The study recommended that both the female teachers and the male managers work together to improve their relations, amongst other things, by attending workshops that are designed to encourage communication, tolerance, trust and respect between them.
Exploring the development of teacher leadership: learning from selected South African teachers and members of school management teams.
(2021) Malik, Yasmeen.; Chikoko, Vitallis.
The need for teacher leadership development has never been more urgent. The call for teacher leadership is explicitly embedded within South African educational policies, and amidst an ever-increasing educational crisis, the effective leadership of teachers is an absolute necessity. The call for effective teacher leadership has therefore never been greater. The scarcity of research on how teacher leadership develops warranted this study. Drawing from Reichard and Johnson’s (2011) leader self-development theory, Harrison and Killion’s (2007) ten roles of teacher leaders, and Greenleaf’s (2003) servant leadership theory, this study aimed to do the following: to explore how teacher leaders and school management team members understood teacher leadership work; to explore how teachers and school management team members understood and experienced teacher leadership development; and to determine what lessons could be learnt to inform thinking of how other ordinary teachers could develop into effective teacher leaders as a way forward for the implementation of teacher leadership development. The study employed a multiple case study methodology embedded within a qualitative, interpretivist approach. Multi-perspectival data was generated through semi-structured individual interviews with four effective teacher leaders and four school management team members from three secondary schools in the eThekwini region in the province of KwaZulu-Natal. The interview data was supplemented with artefacts and reflective journal entries. The data was analysed using thematic analysis. The work of the teacher leader participants was categorised into seven focal areas: reflective practitioners and evolving methodologists, school-wide and community leaders, effective teacher development agents, mentors leading by example, life and personal coaches, change agents for school improvement, and mediating bridges between teachers and management. It was found that their leadership roles developed as solutions to challenges with their learners, colleagues, schools and communities and was motivated by the teacher leaders’ positive and willing responses to developmental needs. Moreover, innate factors, such as their life experiences, personalities, learning dispositions, innate values and personal needs, served as internal stimuli that directed the teacher leaders’ behaviour and the way they led. The study revealed that if teachers are willing to use what they have to initiate and nurture their development, while looking upon contexts and situations as growth opportunities, teacher leadership development becomes a possibility, even in challenging contexts.
Exploring the role of leadership and management in school-based teacher-professional development.
(2014) Moodley, Sarasvathy.; Chikoko, Vitallis.
This study explored the role of leadership and management in school-based teacher professional development (SBTPD) in one primary school in KwaZulu-Natal, South Africa. The rationale for doing this research was that generic teacher development initiatives in South Africa do not seem to have yielded the intended results. Greater emphasis on SBTPD seems to be the way forward. However, while all South African public schools are expected to run SBTPD, most of them do not seem to succeed in this regard. This study proposed that the quality of leadership and management in a school has a strong influence on the success or failure of SBTPD. However, there is currently lack of knowledge as to what leadership and management practices are associated with successful SBTPD. The literature reviewed revealed a gap in the leadership and management practices that enable SBTPD. In light of these gaps in literature, a detailed case study of one school with a focus on the role of leadership and management in SBTPD was conducted. The theory of the school as a learning organisation was employed as the guiding theoretical lens through which this study was undertaken. As such, this study explored how a school expands its capacity to create its future. The theoretical framework illuminated that creating a learning organisation requires a deep rethinking of the leader’s role in order for schools develop the capacity to carry out their mission. In the context of this background and within a qualitative interpretive paradigm, the study drew on the experiences of teachers, the School Management Team and the Staff Development Team in one school. For the purpose of data generation, semi-structured interviews, were conducted which allowed participants to discuss their experiences and interpretations of the role of leadership and management in SBTPD and to express how they interpreted situations from their own point of view. Data generated from the documents reviewed and observations conducted were scrutinised alongside the data generated from the interviews. The study shows that teachers in being prepared for development opportunities were enthusiastic about either receiving or leading SBTPD. The provisions of such school-based teacher professional development opportunities are largely dependent on the creativity and efficiency of the leadership at the school. Such creativity and efficiency of leadership emerged as SBTPD hallmarks that are associated with Malachi Primary School, the research site. Fostering collegial relationships and communication, individual learning, enabling teamwork and collaboration, celebrating and utilising teachers' excellence, 'aha' moments in leadership, a focus on learning, non-positional leadership and an emerging professional learning community through the provision of varied forms of teacher professional development emerged as the hallmarks of SBTPD. The hallmarks revealed that leadership in practising the five learning disciplines: Systems Thinking; Personal Mastery; Mental Models; Building Shared Vision and Team Learning in concert (Senge, 2006) were able to tap into the commitment, proficiencies, initiative and willingness of teachers to learn and develop holistically with the focus on ongoing improvement in learner achievement.