An exploration of principals' role in promoting collaborative learning : a case study of two secondary schools in the Ugu District.
Date
2014
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Abstract
In some schools, teachers still work in isolation. It is therefore believed that school principals play a
significant role in promoting collaborative learning among teachers. Some scholars have declared that
school principal is the key person in determining whether the school succeeds or falters. The study
explored the role of school principals in promoting teacher collaborative learning. principals who
completed advanced certificate in education- school leadership (ACESL) were investigated. The
assumption is that these principals would have promoted collaborative learning among teachers after
the completion of this programme.
The study followed a qualitative approach which utilised a case study design. The purposive sampling
was used to select the participants from participating schools. Semi-structured interviews and
document analysis were employed to generate data. The research interviews were recorded and
transcribed before they were analysed. Data from the transcriptions were coded and themes emerged
transcribed data. The documents were also analysed through content analysis. This was done to ensure
the trustworthiness of data. The study reveals the following findings: (a) participants understand
collaborative learning from different perspectives (B) principals facilitate collaborative learning by
ensuring that heads of departments (HODs) meet with teachers in respective departments. They also
encourage even learners to work collaboratively (c) participating principals professionally develop
teachers through collaborative learning such as workshops, inviting subject advisors and teachers from
other schools, developing teachers in staff meetings and promoting teacher networking (d) principals
established teams to promote teacher collaborative learning. These include departmental teams,
subjects teams, grade-teacher teams and team-teaching (e) there are fruits in from promoting teacher
collaborative learning. These are curbing teacher absenteeism and late coming, performance of
teachers and improved teacher morale and commitment (f) principals faced with barriers in
promoting teacher collaborative learning and these are teachers’ reluctance to cooperation and the lack
of time (g) participating principals employ strategies to overcome barriers of collaborative learning
among teachers.
Description
M. Ed. University of KwaZulu-Natal, Durban 2014.
Keywords
Teaching teams -- South Africa -- KwaZulu-Natal., Team learning approach in education -- South Africa -- KwaZulu-Natal., School principals -- South Africa -- KwaZulu-Natal., Theses -- Education.