TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR ROLE IN TRANSFORMING RURAL AND TONSHIP SCHOOLS: A DISTRIBUTED LEADERSHIP ANALYSIS
Recent studies in South Africa suggest that the social, material and curriculartransformation espoused in post-apartheid legislation and education policies donot always translate into implementation in schools. This article reports on aqualitative multi case study on...
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| Format: | Article |
| Language: | English |
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Social Sciences Research Society
2014-07-01
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| Series: | International Journal of Social Sciences and Humanity Studies |
| Online Access: | http://www.sobiad.org/ejournals/journal_IJSS/arhieves/IJSS-2014_2/Patrick_Mafora.pdf |
| Summary: | Recent studies in South Africa suggest that the social, material and curriculartransformation espoused in post-apartheid legislation and education policies donot always translate into implementation in schools. This article reports on aqualitative multi case study on transformative leadership in township schools anda follow up study in rural schools. The article isrestricted to three rural and threetownship secondary schools regarding the question:how do teachers perceive andexperience their role in school transformation. Semi-structured focus groupinterviews and phenomenological steps were the basis for data collection andanalysis, respectively. Findings suggests that while teachers query their limitedinvolvement in school transformation initiatives, and question the concentration ofdecision-making power regarding transformation issues on school management,they are equally reluctant to take additional non-teaching responsibilities.Perceived contextual barriers to teacher involvement in rural and township schooltransformation are outlined. |
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| ISSN: | 1309-8063 1309-8063 |