Leadership for Learning at District Level: Lessons from Circuit Managers Working in Deprived School Contexts

Autor/inn/en	Myende, Phumlani Erasmus; Ncwane, Sithenjwa Hopewell; Bhengu, Thamsanqa Thulani
Titel	Leadership for Learning at District Level: Lessons from Circuit Managers Working in Deprived School Contexts
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 1, S.99-120 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myende, Phumlani Erasmus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220933905
Schlagwörter	Foreign Countries; School Districts; Administrators; Leadership; Disadvantaged Schools; Leadership Styles; Capacity Building; Administrator Role; Stakeholders; South Africa + Suchen Sie Ihr Suchwort? Ausland; School district; Schulbezirk; Führung; Führungsposition; Führungsstil; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper, we report on the findings of a study that sought to understand the nature of circuit managers' leadership in supporting teaching and learning in the context of multiple deprivations in South Africa. The paper aimed first at examining the nature of circuit managers' leadership for learning in deprived school contexts, and second to explore the extent to which the context of deprivation influences circuit managers' practices of leadership for learning. A qualitative approach grounded within the interpretive paradigm was adopted. We used semi-structured interviews and supplemented them by document reviews to understand leadership of circuit managers. The findings show that the work of circuit managers is strongly influenced by the contextual complexities arising from social deprivation. To lead fruitfully in these contexts, circuit managers adopted relationship-driven leadership, invested in their circuits' visions and missions, and built leadership capacities amongst different stakeholders. After analysing the findings, we conclude that leadership for teaching and learning, as it happens at circuit level in deprived contexts, goes beyond focusing on teaching and learning, and includes issues that are indirectly linked to teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01