Ubuntu and school leadership : voices of the teachers in Hammarsdale Circuit.
Abstract
The purpose of this study was to explore how, according to the teachers, the school leaders apply
Ubuntu principles and values such as compassion, kindness, altruism, respect, and collaboration
in their running of the schools. It further sought to explore from the experiences of the teachers
in the application of the philosophy of Ubuntu in school leadership in the Hammarsdale circuit
and whether school leaders were demonstrating Ubuntu principles and values in their running of
the schools. The literature is divided into Ubuntu philosophy and school leadership. It further
covers the application of Ubuntu principles and values in schools. The study used Ubuntu
leadership theory and Transformative theory. The study is located in the interpretive paradigm
and is a qualitative study within a case study design: Two Secondary schools and one Primary
school, from Hammarsdale Circuit in Pinetown District were conveniently sampled because of
being easily accessible. Three principals and six post level 1 teachers served as participants.
The findings of this research pointed to principals and teachers showing a fair understanding of
Ubuntu philosophy and school leadership however, the elephant in the room was in its
implementation. Another finding to emerge was that participants had minimal understanding of
Batho Pele principles which arc part and parcel of the Ubuntu philosophy and have long been
advocated by the Department of Education. The challenges that participants mentioned were the
lack of interest from teachers to participate in managerial duties and lack of proper consultation
between the staff and school leaders. One of the recommendations proposed in this study is that
school leaders familiarise themselves with Ubuntu/Batho Pele principles and values documents
to understand that Ubuntu does not clash with other school policies but were meant to enhance
and humanise public administration.