There are other options to traditional models of leadership which exhibit limitations and raise questions about their potential to do harm. The SMTs in this study demonstrated a number of common traits to leadership, which can be characterised as context-responsive.
The study carried out by Bredeson, et al., (2011) contends that superintendents who held long-term perspectives could see beyond micro-contextual issues and developed the relationships and trust required for dealing with contentious issues. These supervisors established the aptitude to distinguish the timing in shaping their contextual environment through taking desirable actions, for example, promoting the district‟s successes and educating stakeholders about the needs of the district, while educating themselves about the expectations and needs of their communities.
65 The model upon which the context-responsive leadership framework is built is not new, although it is suggested as an option to traditional ways of thinking about teaching, learning, and leading (Johnson, Shope & Roush, 2010). It enables the community to understand its knowledge base, resident capacity and core beliefs. Johnson, et al., (2010) and Bredeson, et al., (2011) suggest that the model responds to the social and cultural context while acknowledging the main structural influences. The three conceptual models of understanding educational leadership have been identified as illustrated in Figure 3.3 (below).
Figure 3.3: Conceptual Model of leadership (adapted from Johnson, et al., 2010) The development of leaders who can move forward educational goals while contributing to sustaining and revitalising socio-economic communities requires both intellectual and emotional engagement (Johnson, et al., 2010). Consideration of power dynamics which have shaped the UCCZ mission schools is central to engagement, as power has been deployed throughout the education system to the neglect of human resources.
Understanding such dynamics is a precursor to effective leadership in that context, and the model being proposed by Johnson, et al., (2010) asserts that knowledge is a symbol of
66 power and has historically been used as a means of marginalising certain groups in society.
This model recognises the value of indigenous knowledge and skills not necessarily associated with schooling. Knowledge is understood as comprising both academic and contextual components, the merging of which brings a third construct, „systemic knowledge‟, described as integrative knowledge that honours both academic and contextual forms. The result brings another type of information that reflects common experiences and shared commitments, thereby resonating with learners. In order to succeed, school leaders must be able to identify the power structures and system resources available. The described model calls for a re-appropriation and re-purposing of place as part of operationalising the understandings of schooling and community that context- responsive leadership in the UCCZ mission schools‟ demands.
Schooling happens within a particular place so an important part of the context-responsive leadership model is „place-based learning‟, which embraces the broader construct of place- conscious and capacity-building. It goes on to embrace responsive practice, broadening roles of membership and building a viable structure of sustainable work (Johnson, et al., 2010). This viewpoint suggests an approach to leadership that is different from the roles described in traditional leadership, but fundamental to it is a thorough understanding of multifaceted meanings of place. Therefore, a place-conscious approach to leadership acknowledges the importance of the school as part of the community‟s place and is attentive to the need to value the educative potential of places outside the school. In the mission farm settings this model is important since schools are the primary institutional places with which people come into contact. The school can be a barrier or facilitator of leadership as it is in the front line of engaging with the institutional world. Schools can facilitate and advocate on behalf of individuals without a voice and mediate in the institutional world. In order to be successful in carrying out this task, leaders must be attentive to key cultural and economic dynamics at work in their communities. They need to develop the ability and willingness to see the community through multiple lenses, with characteristics of humility, patience, and understanding necessary components in making organic change in the school communities.
Most schools in Zimbabwe lack the attributes and characteristics which are commonly construed as assets with the potential to contribute to schooling outcomes. This is due to the socio-economic stress and related challenges, as people are the primary assets with the
67 potential to benefit the UCCZ mission schools and communities. Many constituents believe that educational leaders are the keepers of knowledge, therefore this model makes leaders responsible for sharing, imparting and learning from the established knowledge of the people they serve. Responsive school leaders are keen and gifted to use their position to empower rather than exercise power over historically marginalised people. Schools are encouraged to engage on a different community role and value all people on an entirely new level. School leaders who accommodate knowledge of the local people in their areas exercise a new level of thinking pursuant to wisdom.
The above prescribed model calls for school leaders to pay more attention to context and to accept the responsibilities inherent in constructs portraying leadership as a form of service.
It is built upon recognition that schools, students and communities cannot be homogenised.
Effective leaders know and understand the unique challenges and strengths and characterise the communities they serve. The knowledge base and skill sets for that knowing and understanding can be cultivated (Johnson, et al., 2010) and such a model can be applied anywhere that leaders are committed to what is best for their educational institutions and community.