Supporting teaching and learning in challenging contexts: a phenomenological study of the leadership role of circuit managers.
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Date
2019
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Abstract
This phenomenological study was conducted among six circuit managers in schools that are
located in challenging contexts. While circuit managers are not directly involved in the day to-
day management and leadership of schools, there is however compelling literature evidence
that suggests that their leadership role has a great impact on the improvement of learner
attainment. With so many of our schools being in areas that are very challenging, which makes
teaching and learning difficult, circuit managers’ support becomes more critical. Circuit
managers, like all other Department of Education personnel, are expected to ensure that our
education system functions properly.
The study draws from instructional leadership theory and context-responsive theory as critical
lenses that constitute the theoretical framework used in the study. The study is underpinned by
the interpretivist paradigm, with phenomenology used as the research design. Semi-structured
interviews and document reviews were used to generate the data, which was analysed using
phenomenological data analysis. The findings indicate that circuit managers perform many
tasks that are beyond the scope of their job descriptions. They do this because of an
overwhelming need for support as a result of the plethora of challenges that the schools that
they support have to deal with. These challenges tend to distract their attention from issues that
directly link to learner attainment. Human resources management seems to be the most
important task that circuit managers undertake, from assisting the schools to get their requisite
staff establishment to the development of staff, particularly of principals’ leadership capacities.
Circuit managers have developed key strategies to deal with the context as they work with
schools.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.