Functionality and Deployment of Structures to Effect Balanced School Leadership: Narratives of School Principals

Abstract

This study set out to map the changing dynamics of school leadership in South Africa and the enormous challenges that go with it. The article explored the democratisation of schools since the advent of democracy in 1994 and how school principals are handling the devolution of powers as accounting officers. It further mapped out a few key themes on the structures available in schools meant to affect the changed policy framework in South African school leadership. Furthermore, it argued that different expectations are piled on school leadership and that the new policy framework has largely transformed the school principal’s work. Scholars warn that there is an unanticipated and largely unacknowledged consequence of this. It is so complex that it may have contradictory effects that impede rather than assist school improvement in South Africa. The study followed a qualitative approach, with a case study design, where the narratives of four purposively selected principals from two provinces of the Republic of South Africa, the Free State, and Gauteng, were compiled. Data was collected through interviews, observation, and document analysis over three months. The findings from the four case studies reflect a reigning confusion in schools regarding the deployment of structures. Furthermore, the findings showed a degree of misalignment of structures and their functionality. The study recommended reviewing the policy and the realignment of structures, focusing on their functions and demarcation of roles. This study draws the attention of education stakeholders to the importance of support and capacity building for school principals. The findings and recommendations of this study will impact scholarship in various ways that will in turn benefit school leadership across the globe.

Keywords

• leadership
• management
• principal-ship
• structures
• instructional leadership.