Educators’ leadership and management experiences in supporting learners’ transition from the foundation phase to the intermediate phase in primary schools in the uMlazi district: a multiple case study.
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Date
2022
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Abstract
Primary school educators play a pivotal role in building a solid foundation for learners to be able
to succeed academically throughout their entire school journey. However, some educators in the
primary schools, traverse through a rough patch when learners have to transition from one phase
to another phase. Little is known about how these educators deal with teaching and learning during
this critical stage of transition. But more importantly, little is known about how educators support
these learners to adapt to and cope with phase transition. This study explored educators’ leadership
and management experiences in supporting learners’ transition from Foundation to Intermediate
Phase in primary schools in the uMlazi District. The participating primary schools were located in
rural, semi-rural and in the township. In this research, I adopted a qualitative multiple case study
within interpretivist paradigm. Twelve Fourth Grade educators from three primary schools from
the uMlazi District were purposefully selected for this study.
The study is underpinned by Adaptive Leadership Theory by Heifetz, Grashow and Linsky (2009),
and Hallinger’ (2011) synthesised model of leadership. Semi-structures were used to generate
qualitative data. Thematic data analysis was used to analyse the data. What emerges from the data
was that learners in the fourth grade are encountered numerous challenges which complicated their
journey as they progress from Grade Three to Grade Four. The findings also show that educators
involved did their best to counteract the negative effects of the hostile environment to support these
Grade Four learners cope with new teaching and learning environment.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.