Browsing by Author "Mthembu, Pinkie Euginia."

Now showing 1 - 14 of 14

A case study of principals leadership roles in addressing learner indiscipline in four secondary schools in the uMgungundlovu District.
(2023) Naidoo, Yovana.; Mthembu, Pinkie Euginia.
The study explores the common and reoccurring phenomenon of learner indiscipline in secondary schools, specifically the principals’ role in addressing learner indiscipline from a leadership perspective. Principals are school leaders with versatile leadership styles that influence how they address learner indiscipline. Discipline refers to the ability of humans to act appropriately, at the right time and under the right circumstances. Learning needs to take place in a safe and conducive environment. Schools are considered to ‘produce’ well-rounded learners in society. Moreover, some laws and policies are in place to protect learners and aim to create disciplined citizens. Nonetheless, indiscipline is still an area of concern for principals. The interpretive research paradigm suits this study while being qualitative. This study’s research design is a case study and has a qualitative approach. Four participants had been a purposive sampling of secondary school principals in the uMgungundlovu District, an area where several cases of violence had been documented. Data was generated from face-to-face semi-structured interviews, which were thereafter analysed through an inductive approach. For the case of this study, the theoretical framework is the Response to Intervention and Instruction model (RTII) and Responsive classroom intertwined with the School Wide Positive Behaviour Interventions and Support (SWPBIS) model. Findings suggest that principals must aim to increase parental involvement and utilise tools like the SGB and school code of conduct. Principals are encouraged to acknowledge and implement certain leadership styles, which align with the notions of bringing about self-disciplined learners who will emerge as well-rounded citizens. Discipline remains the essential element of any learner because learner indiscipline disrupts learner academics. Numerous scholars accentuate that principals are responsible for performing inter-changeable functions; addressing learner indiscipline is two-fold as the study indicates, principals must create self-orderly learners, by using preventative measures, resulting in schools achieving the objectives of the school, one of which being academic success.
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 exploration of School Management Teams’ (SMTs) learning experiences through the use of Jika iMfundo toolkits and training: a case study of a primary school.
(2019) Mazibuko, Mbongiseni John.; Mthiyane, Cynthia Carol Nonhlanhla.; Mthembu, Pinkie Euginia.
South African schools are producing low levels of learning outcomes, especially in mathematics and languages. This is evident in both the local and international assessments. In an attempt to achieve the targets set by the National Development Plan (Vision 2030), the Jika iMfundo campaign, is an intervention programme that seeks to improve learning outcomes. It focuses mainly on curriculum coverage. First piloted in two districts in KwaZulu-Natal, the Jika iMfundo campaign is grounded on the belief that the use of the toolkit influences the behaviour of teachers and SMTs. It is believed that this will eventually increase curriculum coverage, which will eventually lead to improved learning outcomes. The purpose of this study was to explore how the Jika iMfundo campaign influenced the work of SMT members at one of the schools that participated in the campaign. This qualitative case study is located within the interpretive paradigm. It involved face-to-face semi-structured interviews with the five SMT members of one primary school, and document analysis. The conceptual framework used encapsulates the Theory of Change and the Theory of Instruction. The findings of this study demonstrated that the SMT improved in their practice of supporting, monitoring, supervising and leading the teaching and learning process by using the Jika iMfundo toolkit and the knowledge gained from the training. On that basis, the SMT suggested that the KZNDoE should support the roll-out of the Jika iMfundo campaign to all schools, with specific emphasis on the use of the toolkit and receiving training.
Exploring principals’ leadership roles in supporting information communication technology (ICT) integration in teaching and learning in secondary schools.
(2021) Mngadi, Sboniso Wilberforce.; Mthembu, Pinkie Euginia.
The fourth industrial revolution (IR4.0) is fast-paced, complex and global, which then demands every human to have the capacity to face its uncertainty. During such unprecedented and fastpaced change, school principals, are grappling to find solutions to the challenges of leading teaching and learning in this era. The purpose of this study was to explore principals’ leadership roles in supporting ICT integration in teaching and learning in secondary schools. The study explored these roles in the perspective of secondary school principals as instructional leaders, examining how their experiences regarding ICT integration in schools could be explained, and how their leadership strategies and practices enhance ICT integration in the process of teaching and learning. The relevant literature provides evidence that, because of the 4th Industrial Revolution, new technologies for teaching and learning emerge and that principals should play key roles in supporting ICT integration in teaching and learning. Thus, there is an intertwined relationship between ICT integration and principal leadership. This qualitative research study was located in the interpretive paradigm. Its participants were five secondary school principals in the Ugu district, and the study used face-to-face semistructured interviews as a data generation method. Complexity leadership theory was used as the theoretical framework. The findings revealed that some principals had a clear understanding of ICT integration and its importance in the teaching and learning process. Above that, principals appeared to be cognisant of their integral roles as instructional leaders in schools. Furthermore, principals’ leadership roles, practices and strategies were key to supporting ICT integration to teaching and learning. It also became apparent that, while there may be challenges facing principals in leading ICT integration, all seem to be benefiting from it. The findings indicate further that other stakeholders play a pivotal role in giving support to their schools. As the world changes drastically, schools, as institutions of learning, are becoming change agents in preparing learners for survival in the competitive world of the information age. Finally, findings revealed some challenges principals face in leading ICT integration. This study conclude that there is a need for the professional development of principals as instructional leaders, which would include the leadership capacity to lead ICT integration in teaching and learning, especially in township and rural secondary schools.
Exploring the lived leadership and management experiences of two Ethusini Circuit primary school Deputy Principals: a narrative inquiry.
(2019) Veerasamy, Jeoffrey.; Mthembu, Pinkie Euginia.
Deputy principals are leaders who are second from the top in the school hierarchical structure. There are some discourses that state that DPs are forgotten leaders or unsung heroes. Other scholars refer to them as the lifeblood or the engine of the school. DPs are responsible for a number of different roles as they navigate their way through a normal school day. Their most important role, however, is to assist the principal in carrying out the different administrative functions they are responsible for. There are debates concerning the actual roles that DPs fulfil at school which has led to some DPs arguing that there are role conflicts and role ambiguities relating to their responsibilities. The focus of this study was to understand the lived management and leadership experiences of two primary school deputy principals. This study took the form of a narrative inquiry in an attempt to understand the lived experiences of DPs in a primary school as very little literature focused on their lives. Field texts were generated using a collage inquiry, artefact study and a semi-structured interview. These field texts formed the basis of the narratives that retold the stories of their lives. The analysis of the narratives brought to the fore the following findings. The personal and professional identities of the DPs were heavily influenced by their faith and their family. The DPs indeed had a wide range of responsibilities, but their main focus was on maintaining school discipline and tending to departmental administrative tasks. Findings revealed that there exist some DPs who debunk the popular perceptions that DPs are under-utilised and unhappy. The DPs of this study revelled in collaborative projects and viewed this as one of their favourite school highlights. Dealing with problem parents and having to reprimand and even discipline colleagues were viewed as being not so pleasant. Both DPs had different future aspirations. Whilst one was confident of being the next principal of the school and actively pursues it; the other would like to retire to the countryside and not think of school again. We are learning from the storied narratives of the DPs that collaboration through teams as well as mentoring of Deputy Principals are vital for DPs to be able to navigate and adapt in their complex leadership terrain in schools
Exploring the role of the school management teams in inducting novice educators.
(2022) Mlambo, Bongekile Lynn.; Mthembu, Pinkie Euginia.
The purpose of this study was to explore the understanding of school management teams (SMTs) members of their role in inducting novice educators. The study sought to investigate the role played by SMT in the induction of novice educators, their lived experiences, perceived challenges and mitigation strategies. Reviewed literature revealed that due to their liminality and lack of experience, novice educators often experience challenges in their initial years of teaching. The challenges that novice educators experience include, inter alia, classroom management, learner discipline, management of learners’ behaviour, accommodation of diverse learning needs, time management, conflict with parents, discipline, and motivating learners This was a qualitative study, located within an interpretive paradigm. The sample for the study comprised five (5) members of school management teams from two secondary schools in UThukela District, KwaZulu-Natal. The sample of SMT members included school principals and Departmental Heads. The key research questions for the study were investigated through face-to-face semi-structured interviews, with strict adherence to COVID-19 protocols. The findings of this study revealed that SMT members understood and somewhat performed their role of inducting novice educators. However, most of the induction took place informally, due to the limited time that SMT members had. In addition, SMT members reported that they had not received training or support from the Department of Education on the induction of novice educators. However, despite the challenges encountered, SMT reported that they used their knowledge and experience to ensure that novice educators in their schools were orientated and inducted. For instance, they used subject and departmental meetings held per term to encourage collaboration between novice and experienced educators to ensure support and guidance for novice educators. The findings point to the resilience of the SMT members in that they did something to ensure that novice educators were inducted, despite the challenges that they were facing.
The heads of department’s instructional leadership role in mathematics teaching and learning in three South African secondary schools in Pinetown District.
(2017) Malloy, Nomthandazo Charity.; Makhasane, Sekitla Daniel.; Mthembu, Pinkie Euginia.
The ever-changing curriculum policies in South Africa have posed challenges in terms of teaching and management strategies to be applied by teachers to meet the standards. At the forefront of these curriculum policy changes is the need for effective leadership and management of teaching and learning. This is so because for any successful school there is successful leadership that focuses on teaching and learning in this regard, Head of Departments (HoDs) are expected to play a significant role in managing curriculum and supervision of teachers. This study sought to explore the Head of Departments’ instructional leadership role in Mathematics teaching and learning in three South African secondary schools. The study was coached into interpretive paradigm and adopted qualitative approach. Data was generated through semi structured interviews and observations. Three Mathematics HODs and seven Mathematics teachers were purposively sampled from case study schools in Mafukuzela Gandhi circuit in Pinetown district. The findings suggest that HODs do not get enough time to perform their duties effectively as they were also engaged in teaching. Furthermore, HODs did not regard instructional leadership as their main role rather they spent most of their time doing administrative tasks. The findings also revealed that all the HODs lack relevant expertise in the subject consequently teachers were not developed effectively in these schools for positive learner performance. Support from the principal and other SMT colleagues was minimal. Conclusions drawn from the findings reveal that HODs understanding of their role is limited to monitoring learner’s and teachers work and protecting teaching time. Supporting teachers required HOD to be competent in Mathematics, teachers did not regard HODs to be useful in that they were not subject expertise. Additionally, balancing their own teaching and management was a challenge that needed attention by the HODs to fully execute their job.
The leadership role of principals in parental engagement to address learner indiscipline: a case study of four secondary schools in Harry Gwala District.
(2022) Mbalo, Zukiswa Zoleka Zennith.; Mthembu, Pinkie Euginia.
Learner indiscipline is a major challenge that obstructs teaching and learning it also disrupts other stakeholders at schools from carrying out their work smoothly. The various stakeholders must rely on the school code of conduct to respond to the challenge of learner indiscipline. Yet, they continue to battle with learner indiscipline. Learner indiscipline has new complications that the Department of Education has not amended. While reviewed literature shows that a leadership role of a principal is to collaborate with parents to deal with learner indiscipline. Hence, this study explored principals’ experiences on parental engagement in addressing learner indiscipline. The study explored the various challenges by adopting an interpretive qualitative case study approach comprising four secondary schools in Harry Gwala District, KwaZulu-Natal. The qualitative approach was adopted because it allowed the participants to share their views and experiences. Semi-structured interviews were conducted face-to-face as a data generation method. The findings showed that principals had not had a pleasant response from parents when engaging them in learner indiscipline. At the same time, principals view them as key in addressing this challenge. Furthermore, they showed less seriousness and motivation on the part of parents to be fully active and engaged in addressing the challenge of learner indiscipline. The recommendations in this study were that principals needed to improve their strategies by developing the right attitude and should prepare themselves psychologically for any eventual embarrassment that might happen during efforts to promote parental engagement.
A narrative inquiry on females’ leadership experiences: learning from three secondary school principals in two districts of KwaZulu-Natal.
(2021) Mdabe, Sbongimpile Benedictor.; Mthembu, Pinkie Euginia.
The purpose of this study was to narrate the lived experiences of three female principals from secondary schools in KwaZulu-Natal. The study further explored how gender-related barriers affect and influence female principals’ leadership experiences. The study used three research puzzles: What are the lived experiences of female principals who have acquired leadership positions in secondary schools? How do female principals' experiences shape their leadership practices? What can we learn from the stories of female principals regarding their leadership experiences and practices in the midst of gender-related issues? Framed by the Complexity Leadership Theory and the Intersectionality Theory, this study utilised a narrative inquiry methodology, where field texts were generated through narrative interviews and collages. Two narrative inquiry levels of analysis were used to analyse field texts, that is, the narrative analysis and the analysis of narratives. The findings reveal that female principals' leadership experiences are influenced by their upbringing, their school context, and the amount of development they received as post-level one educators. Another finding revealed that the poor implementation of gender policies in education contributes to the hurdles that women encounter in educational leadership. Women also need mentorship to enhance their leadership experiences. Furthermore, we learn from the findings that, female principals experienced the glass ceiling effect within three levels: societal, organisational and individual. Lastly, we learn that despite the barriers they experienced, these female principals were resilient leaders who found ways to mitigate their leadership path obstacles. This study implies a need to create more support platforms for female principals to reduce contextual factors that contribute to women's difficulties in their leadership practices.
Phenomenological study of the lived experiences of women primary school principals in Umgungundlovu District.
(2013) Mthembu, Pinkie Euginia.; Muzvidziwa, Irene.
This study explored the lived experiences of a selected group of women principals in Umgungundlovu district. In South Africa women constitute the majority of the teaching force and yet school principals are predominantly men. Literature showed a number of barriers that prevent women from being in leadership positions. These barriers included social-cultural factors, societal expectations as well as women’s perceptions of themselves potentially being in positions of leadership. An attempt was made to investigate how women principals’ lived experiences could shed light on the reasons for their under-representation in positions of educational leadership. A qualitative phenomenological study was used to generate data guided by two research questions. The data was collected from three women school principals in the Umgungundlovu district and they were interviewed in their natural settings in this case, their schools. The findings of the study revealed that women principals encounter many challenges as they begin their careers as principals as a consequence of resistance from the staff, as well as in their efforts to balance their home and work lives. In order to cope with these demands, the women had to network to make sure they have a support system; collaborating with both staff and learners also assisted in meeting the requirements of their positions. In leading their schools they utilised a caring approach to the staff and the needs of the learners. Their major achievement was being able to work as team. In understanding the lived experiences of these women primary school principals of the UMgungundlovu District, six themes emerged. These themes are: first experiences as initially challenging; work and home conflicting demands; networking as a way of dealing with challenges; the need for spirituality as a way of coping with these challenges; mothering and collaboration as a way of leading.
Principals’ lived leadership experiences in dealing with ethical dilemmas in schools: a phenomenological approach.
(2020) Mantel, Christopher Brian.; Mthembu, Pinkie Euginia.
Principals are involved in decision making on a daily basis. Their work is often complex and demanding as they deal with a range of competing demands while dealing with diverse stakeholders who include parents, staff, students, the public, systems and districts. As a result, school leaders are challenged to make difficult ethical decisions while coping with pressures from these diverse groups, whilst also ensuring that schools function and learners get a quality education. Consequently, principals face ethical dilemmas. The purpose of this study was to explore principals’ lived leadership experiences in dealing with ethical dilemmas in schools. Consulted and reviewed literature suggested that ethical dilemmas were a pertinent area of concern for principals. Additionally, the reviewed literature suggested that there was a lack of development and training in dealing with ethical dilemmas and that it was crucial that more research be conducted. This provided the motivation in conducting the study. Framed by systems theory, this qualitative study was underpinned by the interpretive paradigm. The sample consisted of four school principals from the Umgungundlovu District. Data was generated through face-to-face, semi-structured interviews. The findings of the study suggested that the task of being a principal is an extremely arduous one and can have severe repercussions on the livelihoods of principals if they are to deviate from acting in an ethical manner. Second, it became evident that principals must ensure they understand the various systems or areas they are surrounded by in order to be able to identify within which areas ethical dilemmas arise to better be able to deal with them. Third, principals should follow specific frameworks, guidelines or models in dealing with ethical dilemmas, for them to visualise the impact an ethical dilemma could potentially create within other areas of the school. Fourth, principals must lead democratically, whilst adapting their leadership practice depending on the situation and instill the constructs of ethical leadership. Finally, principals lack adequate training in dealing with ethical dilemmas.
The role of leadership in addressing learner enrolment decline in two Eastern Cape rural junior secondary schools : SMTs perspective.
(2016) Gogo, Desmond Monde.; Mthembu, Pinkie Euginia.; Makhasane, Sekitla Daniel.
This qualitative study explored learner enrolment decline and the perspectives of SMTs regarding their leadership role in addressing learner enrolment decline in two Eastern Cape rural junior secondary. Learner enrolment decline has an impact on the number of teachers that are to be employed in schools. A case study was conducted in two Eastern Cape rural junior secondary schools in Flagstaff town. The participants were SMTs of both rural junior secondary schools. This study was located in the interpretive paradigm. Documents reviewed and semi-structured interviews constitute the research instruments for data generation. This study was framed by Weitzel and Jonsson’s (1989) model of organisational decline and Transformational Leadership Theory. Local, continental and globally scholastic works, on the research topic, were interrogated to seek insights into the progress so far made and determine the agenda to the explored phenomenon of learner enrolment decline. The analysis and discussion of the generated data showed that learner enrolment decline in two Eastern Cape rural junior secondary schools was caused by a myriad of factors such as the following: teacher absenteeism, incompetence of teachers, shortage of teachers , dearth of learner leadership, poverty, lack of resources and migration. The following were the recommendations of the study based on the findings and conclusions: It was suggested that SMTs should initiate leadership workshops within the school. They should invite departmental officials to facilitate them. SMT members should stimulate learners, teachers, parents and other stakeholders to be creative and innovative in addressing learner enrolment decline in those two participant schools. It was suggested that SMT members should empower themselves by initiating conflict management workshops as to alleviate conflict among themselves and their subordinates. Fund raising committee should be established as to raise fund to assist in providing some of the resources such as electricity and water. Recycling should also be promoted so as to improvise for the schools. SMT members should empower teachers and learners with skills of recycling old materials. Technology as a learning area should be enhanced so that learners can be taught to design commodities that can be sold as to alleviate poverty. Learners and the community should be educated on the importance of education. Parental involvement should be promoted. Curriculum should be enhanced. The purpose of the study was to explore SMTs perspectives of their leadership roles pertaining to learner enrolment decline in two Eastern Cape rural junior secondary school. Implications for further study were to do a comparative study of learner enrolment decline phenomenon across districts and provinces including an increased sample size, sample population and time.
The role of subject advisors in supporting teaching and learning: experiences of primary schools’ departmental heads.
(2019) Mdabe, Xoliswa Hetty.; Mthembu, Pinkie Euginia.
The purpose of this study was to explore the leadership role of Subject Advisors in supporting teaching and learning in primary schools. The study explored this role from the perspective of Departmental Heads as curriculum leaders in primary schools, examining what they expect as support from Subject Advisors and how they experience the offered support. Reviewed literature shows that there has been an identified relationship between district leadership from Subject Advisors that supports teaching and learning and teacher performance together with learner achievement. While there is some South African literature of district-level support for teaching and learning, there is not enough on the experiences of those who receive this instructional support. Hence, this is what motivated the exploration of this topic. This qualitative study was approached from the interpretive paradigm. It comprised of five Departmental Heads from three primary schools in the Umlazi district. The study made use of face-to-face semi-structured interviews as a method of data generation. The theory that underpinned this study was the theory of districts as institutional actors in systemic reforms. The findings of this study revealed that subject advisors do support teaching and learning in primary schools; however, this support falls short of expectations. While Departmental Heads did not only rely on Subject Advisors for curriculum-related support, they believe that the support they get from them for teaching and learning does influence learner achievement. The study concluded with key lessons from the whole research journey. Among these lessons was that collaboration between Subject Advisors and Departmental Heads is important as it enhances teaching practices and specialises the support given to each school. This collaboration in planning and formulating key strategies on curriculum-related issues also enriches the professional development programme for Departmental Heads as curriculum leaders and teachers. This collaboration enhances teaching practises which has positive contributions to the overall learner achievement.
Understanding principals’ lived experiences of ethical dilemmas on issues relating to educators’ codes of professional ethics in Umgungundlovu District.
(2021) Hlongwane, Celumusa Bethuel.; Mthembu, Pinkie Euginia.
School principals are the most important educational leaders in education because of the delegated powers vested upon them by the education system. Hence, they need to have strong ethics and morals which will inform their day to day leadership activities in schools. The study sought to explore principals’ lived experiences of ethical dilemmas as they carry out their work of dealing with issues relating to educators’ codes of professional ethics. The study further sought to explore strategies applied by principals in their leadership to resolve their ethical dilemmas in their practice of enhancing the educators’ codes of professional ethics. The Hunt and Vitell general theory of marketing ethics was used as the theoretical framework for this study. The study adopted an interpretive paradigm located in the qualitative research approach. A hermeneutic phenomenology was employed where semi-structured interviews were adopted as a data generation method. Through purposive sampling, seven local school principals were identified as research participants. The data generated was thematically analysed which identified codes and themes. The study argues that principals encounter ethical dilemmas daily as they deal with cases involving educators who have violated the codes of professional ethics. Furthermore, the study also reveals that principals handle their ethical dilemmas with difficulty and in isolation as the support they require in the process is not provided by the relevant structures.