Dr P. Naidoo Faculty of Education University of Johannesburg
[email protected] Cell: 0823147925 Dr. P Naidoo NWU Edu-Lead
Conference 14 April 20151
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An exploratory study of a professional development programme
for school principals: implications for sustainable change in
leadership practices. Advanced Certificate in Education: School
Leadership and Management Dr. P Naidoo NWU Edu-Lead Conference 14
April 20152
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SA education context Dr. P Naidoo NWU Edu-Lead Conference 14
April 20153 Democratisation of SA Decentralisation of power
Devolved authority to school principals. Legislation impacted on
Education. Constitution RSA, SASA Act 84 of 1996, EEA, White Paper
1,2,6 etc. No pre- requisite/ mandatory qualification/
certification for -appointment to principal post.
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SA education context School leadership- the key to school
improvement. New era of accountability, school leaders are expected
to demonstrate bottom-line results Use data to drive decisions, the
skill and knowledge of principals are critical to effective
schools. Public school choice, private schooling, hiring of staff,
budgeting etc. have created new
responsibilities/accountabilities/opportunities for principal
leadership. In this environment, school improvement rests to an
unprecedented degree on school leaders. Dr. P Naidoo NWU Edu-Lead
Conference 14 April 20154
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School leadership development Funnel technique ACESLM National
International Dr. P Naidoo NWU Edu-Lead Conference 14 April
20155
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School leadership development - globally
US/UKSingaporeSwedenScotlandBotswana Master of Educational
Administration Degree Diploma in educational Administration Upon
appointment undergo a 2 year induction programme- SLEP School
leaders Education Project Qualification SQHDegree/Diploma 3 years
as DP Practice-based experience in both countries NIE Ministry of
Education Becomes part of Network of 4 other principals
Practice-basedNo specific leadership qualification/experien ce
required Senior teachers/deputy heads Mentoring componentA senior
experienced tutor is assigned to assist in developing leadership
skills. Professional valuesGood teachers are appointed to head-
teachers Work with principal/member of senior management for 5
years - principal Cohort model-positive feedback PDPs 2 year
induction- 3 year deeping programme Focus of functions of SMT No
leadership policy in place Dr. P Naidoo NWU Edu-Lead Conference 14
April 20156
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Leadership development SOUTH AFRICAN CONTEXT Requirement for
principalship Teaching degree/Diploma, and 7 years of teaching
experience/being employed with the Education Department. No formal
leadership or management qualification is required. No progression
of posts from level 1 to 2 to 3 to 4. The vacant principal post is
advertised in the Government Vacancy Gazette. The School Governing
Body of the school is responsible for shortlisting, interviewing
and recommending 3 candidates for the vacant post. The Department
of Education is responsible for the appointment of one of the 3
recommended candidates. Introduction of ACESLM as a possible pre-
requisite for appointment to principal. (Bush, 2004) UJ and MGSLG
adopted a practice based 2 year part-time programme for principals
and some SMT members were also involved. Modules offered
Understanding school management, Managing teaching and learning,
Managing finances and resources, Managing people and leadership,
Managing law and policy and POE submission. Dr. P Naidoo NWU
Edu-Lead Conference 14 April 20157
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OPPOSING FORCES IN SCHOOLS - Kurt Lewins Theory of Social
Change Driving Forces in schools: changing technological
advancements, organisational growth, restructuring, increased
performance, managerial aspirations, competitive behaviour,
effective leadership, conducive teaching and learning environments,
effective curriculum management and delivery Hindering Forces
Staffs fear of the unknown, perceived loss of rewards, uncommitted
staff, poor planning on the part of staff/school leadership,
instability in the educational environment and lack of appropriate
knowledge and skill. Dr. P Naidoo NWU Edu-Lead Conference 14 April
20158
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Over-arching research question Dr. P Naidoo NWU Edu-Lead
Conference 14 April 20159 What fundamental factors and conditions
should be present in a leadership development programme to maximise
the possibility of sustained change in school leadership
practices?
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Other areas explored Perceptions Principals Staff at schools of
principals UJ lecturers Main foci of ACESLM Main foci- features of
the programme Strengthening Delivery Strengthening the delivery of
the programme? Dr. P Naidoo NWU Edu-Lead Conference 14 April
201510
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Methodology-SEDS Dr. P Naidoo NWU Edu-Lead Conference 14 April
201511 Pilot Study Qualitative data collection Findings &
recommend ations Survey Instrument 1 Survey Instrument 2
Quantitative data collection Pilot study refinement of surveys
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Qualitative Phase Themes that emerged during this phase
Leadership practices and qualities Management of stakeholder
relations Legislation governing SA education Advancement of
teaching and learning Recruitment and appointment of school staff
Benefits of the ACEML programme Challenges facing principals Dr. P
Naidoo NWU Edu-Lead Conference 14 April 201512
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Quantitative Phase Q1 and Q2 Q1 120 principals ACESLM
graduates, Importance, implementation, sustainability of leadership
practices. Q2 purposive sampling of 500 colleagues teaching for 2
and more years at the schools of 120 principals, Only
implementation by principals was examined. Dr. P Naidoo NWU
Edu-Lead Conference 14 April 201513
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FINDINGS OF THE STUDY principals perspective Endorsement of
ACESLM as an appropriate PDP for all SMT members Development in
instructional, collaborative, transformational, and visionary
leadership. closed gaps in school finances, school governance.
Principals experience financial constraints due to incorrect
Quintile ranking NNSSF inadequate government funding some schools
are disadvantaged. Principals perspective - Factors that possibly
compromised /hindered principals ability to implement and sustain
leadership practices- mean score 2.2 indicated to a small extent.
Dr. P Naidoo NWU Edu-Lead Conference 14 April 201514
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FINDINGS OF THE STUDY principals perspective Importance of
items- mean score 4.83 very important. Implementation of items mean
score 4.19 very large extent. Sustainability of items- mean score
4.10 very large extent. 80 % of the principals believed that the
DOE workshops on leadership and management, that they attended,
benefitted them to a very large extent. 87.1 % of the principals
believed that their leadership skills/practices have improved as a
result of ACESLM. 100 % of the principals recommend that ACESLM
become a mandatory qualification for all newly appointed
principals. Dr. P Naidoo NWU Edu-Lead Conference 14 April
201515
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Findings Perceptions of UJ staff Staff delivering the programme
are ex-principals- possess the necessary knowledge and skill in
terms of leadership and management. Submission of assessments by
participants, at times non- compliance to time frames posed
challenges. Cohort sessions, should become the responsibility of UJ
to improve co-ordination of the programme. Cohort model-
encapsulates a pedagogical approach for adult participants.
Relationship building, twinning of schools, networking etc. Allude
to non- provision of after service/evaluation as a challenge- no
continuity and progress measured in terms of knowledge and skill
transfer to place of work. Dr. P Naidoo NWU Edu-Lead Conference 14
April 201516
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Findings Perceptions of UJ staff Lack of content knowledge some
principals - UJ lecturers and principals attribute this to the
loose arrangement in appointing principals by the GDE. The UJ
lecturers propose stringent measures and criteria be set in order
to improve /formalise the appointment process of principals- this
is done in most international countries, hence the model used has a
high success rate. ACESLM can serve as a pre-requisite/mandatory
qualification for aspiring or newly appointed principals. Dr. P
Naidoo NWU Edu-Lead Conference 14 April 201517
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Findings Perceptions of others Perceive their principals to
manage time more effectively, prioritizing tasks, better planning
and management practices. They believe their principals are now
better managers and leaders. Improvement in leadership practices
policy implementation improved, principals built better
relationships in school and an overall enhancement of financial and
conflict management skills. Improvements in principals personal
attributes, their self confidence and control, and involvement of
stakeholders in decision-making. Others perspective factors that
possibly compromised/hindered their principals ability to implement
leadership practices- mean score 2.7 indicated to a moderate extent
Dr. P Naidoo NWU Edu-Lead Conference 14 April 201518
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Findings Effective features of the programme Modules are well
structured, highly informative, used as resource material in most
schools. Practice based assessments lends itself to work that
principals do on a daily basis, capacitated them in their
leadership practices. ACELM participants were able to unpack the
core areas of leading and managing schools and gaining insight into
how the various systems within the school interact with each other
to enhance teaching and learning. Cohort model used to deliver the
programme created networks/relationships/mentoring/twinning of
schools. Dr. P Naidoo NWU Edu-Lead Conference 14 April 201519
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Findings Strengthening the ACESLM Programme Decrease the
intervals between the lectures and the cohort sessions for
continuity and progression purposes. Facilitators in cohort
sessions inadequately prepared. Facilitators must be scrutinised
for knowledge and expertise. Provide
feedback/evaluation/monitoring/support for ACESLM graduates at
their places of work. Decrease the amount of paperwork- infringing
on leadership and management task time and instructional time of
principals. Policy interpretation and implementation challenges in
implementing policy- provide support UJ and District Offices.
Include District officers/school IDSOs/officials at the various
levels- for support and evaluation. Dr. P Naidoo NWU Edu-Lead
Conference 14 April 201520
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Recommendations: Factors and conditions to be included in PDP
programme/qualification 1. Practiced- based and Competency based 2.
Part-time programme over 2 years, Full time 1 year. 3. Considered
relevant for all newly appointed and aspiring principals. 4. Deputy
principals and heads of department must also be included in the
programme for succession planning. 1. Modules content currently in
the ACEML programme are appropriate for leadership development in
SA schools. 2. Weighting must be reviewed for some of the modules.
HRM/Law and Policy/ICT/Managing teaching and learning. 3. Module
content must promote the development of IL, VL and CL in principals
and aspiring principals. 1. Assessments are appropriate, but the
time frames for submission must be reviewed. 2. The number of
assessments could be revisited. 3. Practice-based assessments in
participants workplaces. 1. Coaching and mentoring to be included.
2. In-service and extended training when necessary must be included
in the programme. 3. Clear focus on managerial and leadership
skills development in principals. 4.. Post graduation
service/support/evaluation for graduates must be included in the
programme Professional Leadership Development Programme delivered
using a cohort support/ model recommended as
mandatory/pre-requisite for appointment to principal post. Dr. P
Naidoo NWU Edu-Lead Conference 14 April 201521
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Acknowledgements 1. Prof Lloyd Conley - supervisor 2.
University of Johannesburg- awarded me the Next Generation
Scholarship to pursue this study full time. 3. Attendees here this
afternoonfor indulging me your precious time. 4. Almighty for his
blessings. Dr. P Naidoo NWU Edu-Lead Conference 14 April
201522
