Leadership in the eye of the beholder: stakeholder’s perspectives on principals as leaders improving schools in challenging contexts in South Africa

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-03-15 DOI:10.1080/13632434.2021.2016684

J. Heystek

引用次数: 0

Abstract

ABSTRACT The article explored the characteristics of principals as leaders in schools in deprived socio-economic contexts in South Africa. The qualitative research was conducted in four provinces; four schools per province were purposefully sampled, and in each school, individual interviews were conducted with the principal, one member of the school management team, one senior teacher and a focus group with grade 12 learners. The research concluded that leadership characteristics such as motivation and creating a vision are important. Many principals were described as strict but they were taking care of specifically the learners in very difficult situations and that makes the difference that the schools in difficult socio-economic contexts are also able to perform. Principals are able to lead schools to improve the academic results by focusing on a people-orientated leadership approach with strong relationships between leaders and followers and intrinsic motivation as the key factors.

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旁观者眼中的领导力:利益相关者对校长作为在南非具有挑战性的背景下改善学校的领导者的看法

摘要本文探讨了南非贫困社会经济背景下校长作为学校领导者的特点。定性研究在四个省进行;每个省有目的地选取了四所学校，并对每所学校的校长、一名学校管理团队成员、一名高级教师和一个12年级学生的焦点小组进行了个人访谈。研究得出的结论是，激励和创造愿景等领导特征很重要。许多校长被描述为严格的，但他们特别照顾那些处于非常困难的情况下的学生，这使得在困难的社会经济背景下的学校也能够发挥作用。校长可以通过注重以人为本的领导方法，以领导者和追随者之间的牢固关系和内在动机为关键因素，来领导学校提高学业成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.