The profiles of the participants as drawn from their journal entries reveal several points about the character of leaders in the UCCZ mission schools and what leadership beliefs
141 were held. These profiles can provide good lessons about leadership for sustaining schools, some of which I discuss below.
6.3.1 Leadership is Centred on Valuing the Community and Student Welfare
The journal entries show that the leadership in School A was centred on valuing the community and taking care of the students‟ welfare. For example, in his journal entry, Chpn-Schools A and B described himself as displaying confidence in carrying out his duties with responsibility. He was accountable for what he did and offered help to both students and staff when possible. Due to his flair for ministry he had successfully coordinated worship and counselling programmes at the mission schools, which included working with people of different personalities. Also, he coordinated all Christian worship programmes for other UCCZ mission schools and networked with fellow ministers to lead chapel services at the schools. He gave the teachers and students opportunities to lead devotions whenever possible, after going through a worship training programme. He was also responsible for sourcing scholarships for students who struggled to pay school fees and personal welfare and worked hard with the local community and responsible authority (JE). The journal entry of H-School A described him as a teacher who valued the strengths of both the children and teachers. H-School A was someone who, when tasked to do something, did it to the best of his ability. He was pro-active, confident and willing to assist wherever the need arose. He did not only lead in and out of his class or phase but also extended his leadership into the community, which he served as a member and leader of the United Church of Christ Men‟s Fellowship (JE).
6.3.2 Leadership is a Risk-Taking Business
The journal entries for School B show that the SMTs defined their leadership as risk- takers. H-School B described herself as someone who listened with depth to discussions and was not afraid of new challenges, even if the outcome of what she did was in erratum.
She displayed characteristics of being confident and stood by what she believed in and would openly state if she agreed or disagreed with a person. She maintained a position of control and gave off an aura of self-confidence. Disgruntled parents left the school feeling that they had been fairly treated. Self-reflections from her journal indicate that at the
142 beginning of her teaching career she saw herself as an “immature, naïve person, a person of very little confidence, and disorganised person”. Further reflection indicated that she saw herself as being “very confident and strong, with a fierce determination to succeed”. It was these qualities which made her maintain the culture of teaching and learning at the school, despite the socio-economic hardships facing the country. When some teachers left the country during the climax of the economic hardships in Zimbabwe she took over some classes and taught while heading the school (JE). In addition, HOD-School B displayed the greatest confidence when he was instructed to take up the post of teaching deaf children, and he carried out his duty with great responsibility. He was accountable for what he did and offered to help when he could. He was subject head for special needs children, and for the Sports Programme (JE).
6.3.3 Leadership is about Creating Opportunities for Others to Grow
In School C, the SMTs described the culture of their school as a centre for creating opportunities for teachers and learners to grow through spiritual support, counselling and caring. Reflecting on her journal entry, Chpn-School C and D revealed that in all the learning areas offered she strove to be obsessive and eager to assist all the learners and staff with personal problems and enable them to grow. Her pastoral care was not confined to the learners and staff but to the entire school community (JE). HOD-School C revealed that he strove to be thorough and provide all the teaching materials required for the effective delivery of teaching and learning in his class. He was involved in extra mural- activities in a capacity of counselling and supporting the learners, who were vulnerable and experienced a range of different problems. Through his interventions a number of learners felt safe around him and were assisted in their respective predicaments (JE).
Reflecting on his journal, H-School C revealed that the culture of the school was varied but predominantly Christian. Learners were required to attend worship services every Sunday. A Chaplain was appointed by the church to supervise the daily prayers from Monday to Friday at 16:00 hrs. Learners were required to attend these worship services and participated as worship leaders. They were also required to participate in sports and culture. All teachers were expected to be associate or full members of the UCCZ (JE).
143 6.3.4 Leadership is about Providing Guidance, Influence and Motivation
Reflection from the journal entries of both HOD-School D and H-School D indicate that their school was a haven for hard working and dedication. H-School D described herself as someone who influenced and motivated new teachers and staff to perform at their best. She gave guidance to locum teachers who came into the profession by playing the role of mentor and chaperone and came across as a leader who valued the strengths of both the children and teachers. She was not afraid of challenges and was willing to learn and assist when the need arose. She extended her leadership into the community, where she served the community as a leader of the Christian Women‟s Group (JE). HOD-School D revealed that he was involved in a range of events in the school, which addressed the interests of his learners and their welfare in the community, including HIV/AIDS awareness campaigns in which the Health Departmental personnel were organised to address the learners on HIV/AIDS related issues. Further, HOD-School D was also involved in career guidance, of which experts from different departments were invited to offer guidance to learners at the school (JE).