‘Climbing the ladder’: leadership succession through the development of teachers in self-governed schools in South Africa.
| dc.contributor.advisor | Chikoko, Vitallis. | |
| dc.contributor.author | Webber, Robert Charles. | |
| dc.date.accessioned | 2022-06-20T08:00:20Z | |
| dc.date.available | 2022-06-20T08:00:20Z | |
| dc.date.created | 2021 | |
| dc.date.issued | 2021 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/20518 | |
| dc.language.iso | en | en_US |
| dc.subject.other | School leadership. | en_US |
| dc.subject.other | Self-governed schools. | en_US |
| dc.subject.other | Fee-paying schools. | en_US |
| dc.title | ‘Climbing the ladder’: leadership succession through the development of teachers in self-governed schools in South Africa. | en_US |
| dc.type | Thesis | en_US |