School principals' perceptions and experiences of managing diversity among learners and educators in primary schools.

Abstract

The study explored school principals’ perceptions and experiences in managing diversity among learners and educators in primary schools, aiming to address the knowledge gap on how principals can leverage diversity to improve performance and achieve organisational goals. Data were collected from four purposively selected participants through semistructured interviews, with Downton’s (1973) Transformational Leadership theory and Levin’s (1947) Theory of Change serving as the study’s theoretical framework. These theories helped illustrate how principals can implement strategies that not only accommodate diversity but also foster acceptance and engagement among all stakeholders. Findings revealed that principals prioritised harmony and inclusivity, demonstrating a strong commitment to cultivating a positive school culture. However, they faced challenges such as cultural differences, discrimination, and communication barriers. Some successfully navigated these issues by integrating diversity into policies, employing transformational leadership, adapting teaching strategies, and collaborating with community stakeholders tocreate more inclusive school environments.