PRESENTATION AND DISCUSSION OF FINDINGS
4.4 The enactment of teacher leadership: a thematic presentation
4.4.3 The impact of values on teacher leadership
come from broken homes where alcohol and drug abuse is prevalent” (journal, p.1).
Although he did not serve on the dress code or uniform committee of the school, TLA was principled and valued the notion that all learners should be taken care of. The values and expertise he acquired as a scouts leader were brought to the fore in that he distributed the duties among the members of the phase he headed (interview p. 5). This is described by Harris (2004, p.13) in “distributed leadership concentrates on emerging expertise wherever it exists within the organisation rather than seeking this only through formal position or role”.
TL C indicated that he launched and continues to co-ordinate the idea of a feeding system for destitute learners and reported as follows in his journal:
“I run the soup kitchen to feed these children which may be the only meal for the day”
(journal, p. 2) Although I indicated that this teacher leader appeared reserved and lacked confidence, his deep family values and Christian ethos catapulted him into leadership in a social services direction. This is similar to the view espoused by Goleman (2000) that every person can demonstrate leadership and every teacher is a leader from the first day they enter the profession. Grant (2008) indicates in her model that this is the “participation in school- level decision-making with the aim of identifying and solving problems” (zone 3, role 6).
Leadership within and beyond the classroom is highly dependant on the availability and management of time. I am of the firm view that teacher leadership can be complemented by informed management, which in turn is the ability to multi-task despite the paucity of time.
Throughout the analysis of the various data, I found evidence to corroborate the viewpoint that teacher leaders are indeed excellent managers as well. Generally speaking, all three teacher leaders managed their time well despite the insuperable workload they had. I
observed TLA, TLB and TLC teaching, and this was teacher leadership in action (observation schedule p. 4 and 18 respectively). They managed scarce resources and took initiative to supplement any shortages. They paid particular attention to detail in planning and
‘preservation or maintenance’, particular where they intended to sustain high standards (Astin and Astin (2000, p. 8).
During the classroom-based observation of TL B, for example, no time was wasted in knuckling down to the Mathematical Literacy lesson for the Grade 2 class (observation schedule p.3). She quickly wished the birthday beneficiary for the day after checking this from the year plan, disseminated learner workbooks to the 13 learners who sat on their desks eagerly completing previously planned work. Her instruction on the mathematics lesson was
focused when she politely instructed the cooperative learners as follows “You must be able to do all these in half an hour’s time!” (observation schedule, p. 4). The data from the interview with TL B revealed a propensity to be time-on-task, with particular reference to good
planning at all times: “In the classroom teacher leadership is having an organised classroom, organised books, having your content organised, you must plan, you must have a vision”
(interview p.1).
In her very first journal entry, TL B was dutifully involved in organising cultural
competitions at circuit level, as a deputy chairperson of the circuit committee. She states that the committee’s first meeting was scheduled and she had to guide all the planning for the ensuing year, the upcoming adjudication, as well as all the planning surrounding logistics. “I drew up the duties of each member for the day. Door control and security personnel were employed” (journal p.16). The maximisation of time is equally important to TL B, when he stated: “I’m very punctual. I believe 8 o’clock is 8 o’clock. You have to mange your class, you have to manage the curriculum, you have to manage the content, you have to mange relationships...” (interview, p.1).
During my observation of TL A in practice, I was astounded at his deft management of a very demanding dual medium format of teaching in all 8 learning areas of his Grade 5 class. This, despite the fact that he served on various committees of the school, such as fundraising, discipline and grade head in particular, as well as being a part-time student (interview p. 3).
“In this grade we have staggered responsibility. I have to prepare lessons in both English and Afrikaans for my three other colleagues who teach only in English. This needs careful planning and good use of time. I do this in each spare minute at school, and sit up late at home each day” (journal p. 20).
It was evident that TL C advocated for greater management than leadership since he was appointed as an Acting head of Department in the Senior Phase of the school. His use of key wording such as ‘administration’, ‘organisation’, ‘managerial’ and’ planning’ permeates journal entry four when probed on the attributes for teacher leadership (journal p. 10-11).
Time management and overall diligence is captured in the examination by TLC:
As a grade head, I had to see that teachers draw up their examination scripts as well as their memorandums. Time is allocated for each activity. If a teacher falls behind, he or she has to be encouraged so that everybody completes on time, especially in Grade 7 where there’s subject teaching (journal p.22).
Equally, the importance of time was emphasised during my visit to the school in January 2009 where TL C as acting head of department was engaged in dividing learners into class groups, the drafting of preliminary time tables and preparing an agenda for a bi-weekly meeting (observation schedule p.8) (zone three, role five and six). This leadership occurred amidst the chaos of admitting learners, attending to parents, guiding staff in his department and attending to an official from the local municipality who sought the attention of TL C with regards to year fixtures for sport (observation schedule p.9). Muijs and Harris (2003) argue that time should be set aside by those in formal positions in order that teachers meet, plan their work and operate in a collegial manner. TL C further attested to the school’s policy on making time available for leadership roles beyond the school. He stated“I was involved with the IEC (Independent Electoral Commission). The people telephoned me and I attended a lengthy meeting during school hours. When I went to go ask (to attend) it wasn’t made an issue” (interview p.4).