Dimensions of Successful Leadership in Soweto Township Secondary Schools

Autor/in	Mbokazi, Zakhele
Titel	Dimensions of Successful Leadership in Soweto Township Secondary Schools
Quelle	In: Educational Management Administration & Leadership, 43 (2015) 3, S.468-482 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143215570304
Schlagwörter	Success; Leadership Effectiveness; Secondary Schools; Disadvantaged Environment; Educational Strategies; Educational Policy; Federal Regulation; Instruction; Interviews; Focus Groups; Principals; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Case Studies; Performance Factors; Leadership Styles; School Community Relationship; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Erfolg; Führungseffizienz; Sekundarschule; Lehrstrategie; Politics of education; Bildungspolitik; Bundeskompetenz; Teaching process; Unterrichtsprozess; Interviewing; Interviewtechnik; Principal; Schulleiter; Lehrerverhalten; Elternverhalten; Case study; Fallstudie; Case Study; Leistungsindikator; Führungsstil; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper argues that the success of schools in disadvantaged township communities is shaped by an interplay of four dimensions: strategy, regulation, pedagogy and compensation. The paper presents these dimensions of successful leadership in secondary schools by drawing on a research study focusing on cases of three Soweto township secondary schools. Data sources included interviews, informal discussions and focus groups. The participants included principals, other members of the school management teams, teachers and parents. The case studies generated outcomes that contributed towards an emerging model of successful school leadership in township secondary schools facing multiple factors of deprivation. The successful school leadership practices explored in this study revealed that there were three discernible ways to characterise leadership practices in the case schools: principal-driven success; participative leadership driven by senior management; and teacher-led success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01