Collaborative Leadership and Sustained Learner Academic Performance in Secondary Schools: A Blaming Game?

Autor/in	Schlebusch, Gabriel J.
Titel	Collaborative Leadership and Sustained Learner Academic Performance in Secondary Schools: A Blaming Game?
Quelle	In: Africa Education Review, 17 (2020) 3, S.74-89 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schlebusch, Gabriel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2019.1635498
Schlagwörter	Leadership Styles; Academic Achievement; Sustainability; Intervention; School Administration; Foreign Countries; Principals; Central Office Administrators; Administrator Attitudes; Teacher Attitudes; Leadership Responsibility; Accountability; Department Heads; Educational Cooperation; School Districts; Strategic Planning; Secondary Schools; South Africa + Suchen Sie Ihr Suchwort? Führungsstil; Schulleistung; Nachhaltigkeit; Ausland; Principal; Schulleiter; Lehrerverhalten; Verantwortung; Education; cooperation; Kooperation; School district; Schulbezirk; Strategy; Planning; Strategie; Planung; Sekundarschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on a study that investigated how collaborative leadership can influence sustained learner academic performance in secondary schools. The key problem resounds about secondary schools that are unable either to sustain or improve learner academic performance when intervention strategies rolled out from the district offices are concluded. The literature pursued in the study covered collaborative leadership from both schools and district education offices and their impact on learner academic performance. Participants were circuit managers, subject advisors, principals and teachers. They completed open- ended questionnaires that sought to explain the relationship between collaborative leadership and sustained learner academic performance. Major findings indicated that participants (at the various levels of leadership) attribute low learner academic performance to all other involved parties except themselves. Thus, collaborative leadership within the school and between schools and district education offices is not enabling sustained learner academic performance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01