Secondly, it sought to establish how these identities intersect and shape the leadership of the Headmasters in the study. Some of the findings of the study confirm the existing literature on principals' identities.
Location of the inquiry
It is the principal's responsibility to ensure that the school is managed efficiently and in accordance with all educational legislation (Bush, 2011). This will be done by first highlighting the location, problem statement, background, purpose and rationale of the investigation.
The problem statement
The concept of identity
Personal identity
Professional identity
Social identity
To conclude this section, it is important to note that most studies of principal's identities adopt a one-dimensional and 'fascilist' view of identity. I pay attention to all forms of identities of principals who lead successful schools in deprived contexts, as they emerged from the narratives.
The deprived school context
However, in this study I adopt a multi-dimensional view of identities that recognizes the complicated and intersecting relationship between different forms of identities. In an effort to contribute to the scholarship on leadership in deprived schools, this study seeks to understand the identities of principals who lead in this context.
Background to the inquiry
The four dimensions of deprivation may include: (a) income and material deprivation; (b) deprivation of work; (c) educational deprivation; and (d) environmental deprivation (Bhengu & Myende, 2016; Chikoko et al., 2015; Maringe et al., 2015). According to the postulation of Maringe et al. 2015) is likely to be more challenging to lead in a school with multiple deprivation.
Purpose and rationale of the inquiry
Personal justification
Myende was one of the youngest lecturers to teach me at UKZN when I was an undergraduate. Myende taught me one of the modules for my honors and also supervised me for my Independent Research Project (IRP).
Practical justification
Basically, I first did the Masters with the aim of being the first in the family to achieve it. In the above structures I worked closely with different principals and this sparked an interest in me to study the phenomenon of principal leadership.
Social justification
In light of all the above assertions, this investigation sought to explore the identities of these Directors and how they influence the way in which they exercise their leadership. I have led unions as a site administrator, served on the school governing body, served on subject committees to name but a few.
Objectives
Although there are studies (Crow et al., 2017; Mpungose, 2010; Scribner & Crow, 2012) that have sought to investigate this phenomenon, my study presents a fresh perspective in the sense that it will be conducted in a different context from other studies (i.e. underprivileged school contexts). The findings of the study can develop me professionally as an educational leader in a disadvantaged school context.
Research puzzles
An overview of research design and methodology
Limitations of the inquiry
Although this can be seen as a limitation, it is worth mentioning that my intention was not to generalize the findings, but rather to highlight identities that are common and also those that are exclusive to principals who lead successfully in disadvantaged school contexts.
The structure of the dissertation
First, the profiles of the principals studied are given as an introduction to this chapter. In this chapter, the field text is discussed and the emergent themes from the narratives are presented and discussed on the basis of the theoretical framework, analytical framework and related literature.
Chapter Summary
Each section of the review builds on the concept and/or ideas derived from the previous sections. However, we hope that this review captures the essence of the literature relevant to this study.
Literature Review
Setting the scene: The international perspective on principalship
In a review of the literature in Finland, Risku and Pulkkinen (2016) pointed out that there has been a big change in the role of directors in the last 20 years. The school principal in India in the past was mostly expected to have managerial competencies, whereas the current expectation is for a principal to be more of a leader as opposed to a manager (Saravanabhavan et al., 2016).
Mapping the landscape of Principalship in South Africa
Belle (2018) agrees with the view of Supovitz et al. 2010) regarding the principal as a central figure in the management of the school. An identity that invites other stakeholders to participate in the leadership of the school.
Setting ‘boundaries’ between leadership and management
She argues that one of the biggest differences between the two is in their reach (Christie, 2010). Followers are people who willingly choose to subscribe to the leader's vision (Smit et al., 2013).
Various Leadership Models
- Conceptualising Distributed Leadership
- Conceptualising Instructional Leadership
- Conceptualising Servant Leadership
It is thus the principal's duty to create conditions that make the school distributed management-friendly. In instructional management, the principal is expected, among other things, to set a clear vision for the school (Al-Mahdy, Emam & Hallinger, 2017; Belle, 2018).
Identity and leadership: What do we know?
Petriglieri and Stein (2012) suggest that a leader's identity will influence the follower's identity, who in turn may project it back to the leader or to the third party. Likewise, a person's identity will affect how the person performs as a leader, subsequently this comes down to the organization's performance.
School Principal’s Identity
Bush (2018) argues that leadership is widely recognized and accepted as influencing school success. In this study, it was found that the principal's success depends in part on the followers giving the principal their leadership identity (Mpungose, 2010; Tubin, 2017).
Principal as a leader of learning
The principal as a leader of learning must ensure that such platforms exist in a school and are managed properly. Although the principal is not the only leader in a school, much of the leadership and management of the school rests with the principal.
Principals in Deprived School Context
In another study of leadership in a deprived context, Chikoko et al. 2015) studied the principals of five secondary schools that they consider to be resilient schools. In their paper, they also point out that there is still a need for more research looking at leadership that works in the context of South African private schools (Chikoko et al., 2015).
Power as an identity
Reward power, on the other hand, is the leader/manager's ability to award rewards (Alapo, 2018; Smit et al., 2013). In a school context, even a teacher who does not occupy a specific position in the school organizational chart can have this form of power (Smit et al., 2013).
Literature review summary
And conflict is not an ideal phenomenon in an organization; this must be avoided at all costs.
Theoretical framework
Intersectionality theory
This theory will then be useful in the analysis of both the identities of individuals (principals) as well as institutions (schools) and the intersection between the two (Pugach et al., 2018). Richardson and Loubier (2008) claim that this theory is useful for understanding complex social situations such as the one studied in this study.
Social Identity Theory
This makes this theory even more useful as it will be able to help understand the relationship that directors' identities have with the power of executives. Second, it suggests that according to this theory categories of difference matter in the same way.
Chapter Summary
Introduction
Interpretivist Paradigm
This paradigm primarily refers to the researcher trying to understand people's experiences (Hartley, 2010; Thanh & Thanh, 2015). As in this study, the researcher here sought to understand the identities of principals who lead successful schools in disadvantaged contexts.
Qualitative Research
In addition, the researcher also sought to understand how the identities intersect and shape the leadership practices of the principals in question. The other aspect of subjectivity in this form of research comes from the researcher having to retell the stories at some point in the process.
Narrative Inquiry
Narrative Inquiry is then a suitable methodology as it is aware of the context and/or situations in which the participants live their lives. The Principals were given a chance to 'interpret' their lived experiences, after which the researcher also interpreted them.
Sampling of participants
This study involved three principals, all of whom met the criteria set by the researcher. All the principals in this study are leading schools considered to be in disadvantaged school contexts.
Data Generating Methods
This is consistent with the criteria explained in Chapter Two on what constitutes a disadvantaged school context. In addition to the above two requirements, the principals were willing and available to be part of the study (Palinkas et al., 2015).
Data Analysis
At the second level of analysis, I looked for themes as they emerged from the narratives. This was done to confirm with the participants whether the narratives reflected their stories.
Trustworthiness
Steps should be taken to help as much as possible so that the findings of the study are the result of the experiences and ideas of the informants, rather than the characteristics and preferences of the researcher (Clandinin, 2007; Koonin, 2014). To ensure that the findings reflected the data I had generated, I engaged the services of a critical reader to read my report.
Ethical issues
To address the question of benefit, the study's findings and recommendations were shared with participants. In addition, ethical approval was sought from the Research Office of the University of KwaZulu-Natal (Appendix A).
Chapter Summary
The retellings are preceded by profiles of all the participants to put them in context. These retold (retold) narratives provide the missing pieces of the two research puzzles (see chapter, page 12) that support this investigation.
Profiles of Participating Principals
A Profile of Mr Mild of President High School
A Profile of Mr Chilli of Rural Combined School
A Profile of Mr Hot of Township High School
Re-storied/re-told narratives .1 Narrative of Mr Mild
We must make sure that everyone who is under our care (learners) all succeed one day so that they can contribute positively to the economy of the country. I can also listen to them, because in the church you listen to the problems of the members of the church in most cases.
Mr Mild’s poster (Part 1)-Above
Mr Mild’s poster (Part 2)-Above
Narrative of Mr Chilli Introduction
I have to be at school before everyone else and again be the last one to leave the school grounds. For a person to be intelligent means that you have to read, study, research, consult etc.
Mr Chilli’s poster
Narrative of Mr Hot Introduction
I would also communicate with the school's governing body (SGB) and the school's teachers. So when I serve in the community, it helps me a lot to understand how to lead and manage the school, which is located in a context that is exposed to many people.
Mr. Hot’s poster (part 1)
Mr. Hot’s Poster (Part 2)
Salient points from all the narratives
The table below highlights the salient points that emerged from the narratives of all the principals. These salient points were used (in chapter 5) to 'construct' the identities of the principals as discussed in the next chapter.
Chapter Summary
The chapter primarily aimed to partially answer the first research puzzle, which concerns which identities are common and which are exclusive to individual principals. This is followed by an intensive discussion of the identities that are common to all participants and those that are exclusive to individual participants.
Discussion of Common Identities .1 Visionary Leadership
- Time Consciousness
- Problem Solver(s)
- Team Player(s)
Because of the identities he gained in the church, he is now able to succeed in his role as a leader. Mr. Hot's identification as a team player stems from working in a deprived school context.
Identities exclusive to Mr Mild .1 Caring
- Servant Leader
- Humble
Servant leaders are caring people, they care more about the well-being of the people they lead than their own. First, he indicates that he learned to be humble as a result of being a member of the church.
Identities exclusive to Mr Chilli .1 Hard worker
- Distributive Leader
- Exemplary
Mr. Chilli also comes across as someone who models the good behavior he expects from those under his leadership.
Identities exclusive to Mr Hot .1 Effective Communicator
- Supportive
- Considerate
Mr. Hot can understand the background of the children at his school from two motives. This also equips me with an understanding of the various problems of the community or society in which I work.
Chapter Summary
Introduction
Intersection of Identities
Before the “first” identity (science teacher) there is an arrow indicating that there are other identities that precede it. Even after the 'last' identity (Principal), the arrow continues to indicate that other identities will follow.
From Identities to Leadership Practice
Note that in the "last" identity the arrow is still pointing forward, suggesting that this process does not end. However, I must admit that the diagram below is too simple to adequately describe the complex interplay of the three phenomena.
Lessons from the Inquiry
- Leadership positions can shape someone’s identity
- Experience can inform an identity
- Different strokes for different folks
- Identities are interconnected and overlapping
Another important lesson to be learned from this study is that experience informs identity. However, as much as everyone is in a deprived context, they have different sets of identities that work for them.
Recommendations
- To other Researchers
- To School Principals Leading in Deprived Contexts
- To Department of Education
I have learned much from this inquiry about the identity of principals who lead successful schools in disadvantaged contexts. It may also be useful for the department to organize workshops and training on critical aspects such as communication, problem solving and team building for principals who lead in disadvantaged contexts.
Summary of the Study
When recruiting principals for at-risk schools, it may be useful to consider people who have some experience of working in an at-risk environment. When recruiting principals for schools in disadvantaged environments, it may be an advantage to employ people who have a track record of active involvement in various structures and groups in the community.
Chapter Summary
It all comes down to leadership” The role of the principal in promoting parent-school involvement. The project title is: Identities of principals who lead successful schools in deprived school contexts: A narrative investigation.
Poster making instructions
Letter writing
Interview Schedule
Let me tell you that being a principal is very different from being a teacher in the sense that when you are a principal you have more responsibility. I hope to see you in the near future so we can share our past memories.
Dr Saths Govender
LANGUAGE CLEARANCE CERTIFICATE
Govender (duly signed)
