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“Devishly complicated – frustratingly ambiguous.”(Grant)
Under recognised and under researched.
One of seven roles for educators in South African Policy
e duco
EDUCATION
educare educere
Excellent policies, generous funding, powerful intentions – non delivery.
e.g. 1998 – 2009: Only 35,6% wrote Matriculation
examination Only 21,6 % passed. Only 7.1 % gained University entrancee.g. Literacy and numeracy rates amongst
the lowest in the world.
There is a great divide between a small minority of schools that are doing OKand the vast majoritythat are in trouble.The stark reality is that some 60-80%of schools [in South Africa] today might be called dysfunctional.(Bloch, 2009, p. 170)
1. What do teachers understand by leadership of pupils in a class?
2. How does teacher leadership of pupils in a class occur?
3. Why does teacher leadership of pupils in a class occur or not occur?
A TEACHER -A LEADER
A MANAGERAN ADMINISTRATOR
“Progress occurs when courageous skilful leaders seize the opportunity to change things for the better” H.S.Truman
“Who is chosen to lead, and how she or he does so, truly makes a difference”R.Giulliani
KNOWING
UNDERSTANDINGCONCEPTS
KNOWING ABOUT SELF
KNOWING THOSE WE LEAD
RELATING
AFFIRMING
COMMUNICATING
PRESENCE
REACHING OUT
RECEPTIVITY
RESPECT
SOCIABILITY
BEING
AUTHENTIC
VALUES & PRINCIPLES
ANALYTICALLY INTELLIGENT
EMOTIONALLY INTELLIGENT
PERSONALITY INTELLIGENT
SERVING
STRATEGICALLY INTELLIGENT
SURGENT
DOING
ENVISION
EMPOWER & ENROLL INSPIRE
MOBILISE
MEET NEEDS
INDICATORS OF LEADERSHIP
RESEARCH DESIGN
RESPONDENTS (47)
DATA COLLECTION INTERVIEWS - INDIVIDUAL (5) INTERVIEWS - FOCUS GROUP (5) OBSERVATION (4X3) FILM STIMULUS – FOCUS GROUPS (5)
Few knew of the legislation identified:were:KNOWING: Subject ; PupilsDOING; Inspire; Take charge; Vision;
Empowering .BEING: Role model, Values, EQ, Service,
Passion and Energy, Surgent.RELATING: Reach out, Build Trust; Respect;
Talking; Listening, Presence.
INCIDENCE OF USE OF HALLMARKS OBSERVED
KNOWING 27 (self 27)
BEING 137 (high standards 33)
DOING 145 (meeting needs 99, stimulate intellect 38)
RELATING 80 (affirming 38, individual consideration 24)
TOTAL 389
A TEACHER LEADERSHIP MODEL
THE GOALS AND PURPOSE OF EDUCATION
BEST PRACTICE
TEACHING CLASSRROM AND INFLUENCE
LEARNING CULTURE
STRATEGY INFLUENCE
TECHNICAL ISSUES
THE TEACHER LEADING AND MANAGING KNOWING BEING DOING RELATING Koestenbaum 1991 adapted
CIRCUMSTANCE CALLING
CHARACTER COMPETENCE
LEADERSHIP
•TO TEACH IS TO LEAD
•NO TEACHER IN THE STUDY HAD ANY FORMAL LEADERSHIP DEVELOPMENT
•TEACHERS DID NOT KNOW WHAT THEY KNEW ABOUT LEADERSHIP
•LEADERSHIP THAT IS RELEVANT TO TEACHING
TASK GROUP
INDIVIDUAL
MEETING
NEEDS
•TO TEACH IS TO LEAD
•NO TEACHER IN THE STUDY HAD ANY FORMAL LEADERSHIP DEVELOPMENT
•TEACHERS DID NOT KNOW WHAT THEY KNEW ABOUT LEADERSHIP
•LEADERSHIP THAT IS RELEVANT TO TEACHING
