School Leadership and Management in South Africa: Findings from a Systematic Literature Review

Autor/inn/en	Bush, Tony; Glover, Derek
Titel	School Leadership and Management in South Africa: Findings from a Systematic Literature Review
Quelle	In: International Journal of Educational Management, 30 (2016) 2, S.211-231 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-07-2014-0101
Schlagwörter	School Administration; Instructional Leadership; Conflict; Unions; Outcomes of Education; Governing Boards; Foreign Countries; Principals; Educational Quality; Social Class; Leadership Training; Educational Research; Administrator Role; Accountability; Money Management; School Safety; Health; Educational Facilities; Curriculum; Classroom Techniques; Mentors; Modeling (Psychology); South Africa + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Konflikt; Lernleistung; Schulerfolg; Governing body; Governing bodies; Leitungsgremium; Ausland; Principal; Schulleiter; Quality of education; Bildungsqualität; Social classes; Soziale Klasse; Führungslehre; Bildungsforschung; Pädagogische Forschung; Verantwortung; Gesundheit; Bildungsstätte; Curricula; Lehrplan; Rahmenplan; Klassenführung; Modeling; Modelling; Modellierung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/Methodology/Approach: The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings: The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research Limitations/Implications: The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/Implications: The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/Implications: The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/Value: The paper's value lies in the comprehensive and systematic review of research on school leadership. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01