Factors That Influence Public School Principals' Professional Discretion: Perspectives of South African Public-School Principals

Autor/inn/en	Beyers, René; du Plessis, Andre
Titel	Factors That Influence Public School Principals' Professional Discretion: Perspectives of South African Public-School Principals
Quelle	In: Perspectives in Education, 41 (2023) 2, S.33-48 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beyers, René) ORCID (du Plessis, Andre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Public Schools; Principals; Foreign Countries; Professionalism; Administrator Behavior; Leadership Styles; Administrator Attitudes; South Africa + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Principal; Schulleiter; Ausland; Professionalität; Führungsstil; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Through the lens of the contextual intelligence theory, this article utilises previous empirical research studies as a base to support the application of professional discretion practices of public-school principals. The study focused in particular on the factors that influence or limit their use of professional discretion in their daily tasks. A mixed-methods study was conducted in which quantitative survey data were used to inform the questions that were asked to participants during semi-structured interviews. The findings suggest that public-school principals are susceptible to both internal and external factors that could limit or influence the application of their professional discretion. Even though public-school principals within a particular school district operate under the same set of policies, it is evident that some principals are more inclined to apply professional discretion than others. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01