From looking-glass self-metaphor to self-reflective practice: self-study for professional development.
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Date
2017
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Abstract
This autobiographical self- study explores and reflects on the socio-political and historical antecedents of the situation we face as educators and as the people of Msinga, which is an integral part of the Umzinyathi District in the province of KwaZulu-Natal in South Africa. The core challenge facing all circuit managements in the KwaZulu-Natal Education Department pertains to underperformance reflected in the grade 12 Results. This thesis will discuss the multiple causes of the poor performance in public schools and as a practitioner researcher self-study, examines the dynamics of enacting a radically different leadership model that seeks to promote a more productive and peaceful environment in this region and beyond.
The possibility of attaining a sustainable curriculum delivery in public schools lies at the heart of this enquiry and the key research question (RQ) is:
How do I, as a Circuit Manager, engage in the educational practice of self-construction in order to make a special contribution to the existing body of knowledge in relation to underperforming public schools?
My research project life cycle started in 2009 until 2017 (nine years). As a result, in pursuing my research logic framework, I have crafted the key research question as informed by the title of my thesis in order to set the direction of entire narrative self-study inquiry. Observation and critical reflection shows that my research question evolved over time:
3.1 How can I improve my own learning and the learning of others in relation to academic-personal- professional development through a living theory action research methodology ? (2010- 2013)
3.2 How can I improve my own learning and practice, as a Superintendent of Education Management (SEM) in relation to academic-personal-professional development? (2014)
3.3 How do I as a Circuit Manager, engage in the educational practice of self-construction and make a special contribution to the existing body of knowledge in relation to underperforming public schools? (2015- 2017).
A further three research questions emerged from this key research question:
How can I, as the Circuit Manager, exercise my educative influence on the provisioning of new schools to accelerate service delivery to the poorest of the poor in this rural community?
How can I, as the Circuit Manager, improve curriculum management and delivery in my schools in the Babanango circuit?
How can I provide a new perspective on bullying and whistle-blowing in the workplace, based on my personal experience?’
In order to address these questions I have generated my own living educational theory called the ‘Menzi Effect’ in tribute to the achievements of Menzi High School that confirm the fact that effective or quantum schools (top-ranking schools in the public school system in South Africa) are an extended shadow of a transformative principal supported by transformative educators, who go that extra-mile to uplift the standard of education and of the lives of those in the community of their learners. Until this study, the achievements of Menzi High School were totally unrecognized.
However, this auto-ethnographic account is the self-study’s core exploration: the writer is the principle subjective voice whose self-reflective journey, as detailed in the thesis through scholarly engagement and practitioner narratives and self-reflection, articulates a modus operandi for professional development.
Description
Doctoral degree. University of KwaZulu-Natal, Durban.