4.4 DISCUSSION OF FINDINGS
4.4.4 Creating of a Climate of High Expectations
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did not respond adequately to this question and where they responded, there was very little mentioned about professional teacher development. What is very clear is that schools do not have an informed, coherent and coordinated professional development programme, despite their teachers and learners struggling with performance.
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themselves. It involves an array of activities that ensure academic time is used maximally for the promotion of teaching and learning. Murphy et al. (2006:13) posit that instructional time is the cauldron in which student achievement materialises.
Principals that function as instructional leaders protect instructional time from interruptions, protect teachers from distractions, assign time slots to academic subjects where the least disturbances can occur, develop, promote, and monitor procedures that reduce student tardiness and absenteeism, and ensures that teachers are punctual.
The views of participants in creating high expectations were limited to the pass percentage targets. In the views of the participant, the targets they set or those that are set by the district, is enough to aim for. Some of the participants indicated a desire to be the number one school in their circuit. As Mr Tau the principal of CeCe Primary School hinted, “We are targeting 100% pass in the Foundation Phase and 80% in the Senior Phase.” The same ambition was echoed by Mr Ngwenya, the principal of BiBi Primary School whose targets were 100% in mathematics and Home Language and English First Additional Language. Improving performance in mathematics and Science appears to be a constant target for the principal of all schools. Participants also mentioned the activities that they engage in in order to achieve these expectations. Mr Sebata of GiGi Secondary School put it clearly when he stated, “At the beginning of the year, I have a meeting with all the teachers, we agree on the targets and expectations for the year. I always tell them to aim high, to work to be the best in the circuit and in the District. Then we approach the learners and tell them of what they have to achieve. The Induna is informed of our expectation. Whenever he has his lekgotla, he informs the community. Sometimes I do attend his lekgotla and used the occasion to inform them. And they appreciate” Through the creation of extra time, awarding of certificates, parading top 10 achievers at assembly, awarding the best teacher of the month, and annual prize giving ceremonies, the principals set the tone for a climate of high academic expectation.
4.4.4.2 Providing awards and incentives
Most principals acknowledge outstanding performance by teachers and learners in a wide variety of ways. They award trophies and certificates for outstanding performance. Some give teachers personalised tokens of appreciation. Learners
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receive certificate, snacks, and dictionaries depending on the period. At the end of the year, they are given prizes and certificates. These encourage both teachers and learners to aim high and work for outstanding academic performance. Hoy et al. (1990) observed that healthy schools that promote high academic standards, appropriate leadership and collegiality create a climate more conducive to student success and achievement. Motivating teachers and learners for high academic achievement is one of the functions of the principal as an instructional leader. Motivating teachers and learners through the award system does reinforce the importance of performing at higher levels. It develops a positive self-image of the individual, knowing that his or her efforts are being recognised, and it encourages the teacher to continue striving for the best. A school where performance is valued, develops a climate of high academic press. Murphy and Murphy (1985:223) had this to say, “Principals can influence students and teachers’ attitude through the creation of a reward structure that reinforces academic achievement and productive effort; through clear explicit standards embodying what the school expects from students; through the careful use of school time; and through the selection and implementation of high-quality staff development”.
The following quotes illustrate the importance that principals attach to motivation. Mr Tau, the principal of CeCe Primary School had this to say. “In our school it is dependent on the individual educator. Incentives are given to Grade 7 at the end of the year. We organise a farewell function and award prizes to those who performed best. To encourage them to read we buy them snack or sweets and give them at assembly.” He went on to explain how teachers motivate learners and how teachers themselves are motivated in their school and said, “I have indicated earlier on that when we do farewell function for Grade 7, we do recognize the hard work teachers did. We issue them with certificates so that when they attend interviews elsewhere, they need to prove what they are doing for our school. Some teachers who work hard have become heads of department due to the hard work they did in the school. The principal of school DoDo Primary School indicated that in their school, “All my learners by the end of the term we give them certificate to motivate them. At the end of the year, we give them trophies. Best learners are given school bags and materials for the next year. We give them pencil cases; some receive T-shirts for free depending on the donations we normally get.”
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