The purpose of this study was to explore the everyday leadership practices adopted by principals in a rural context within the 21st century. Using everyday leadership practices, the study sought to explore the extent to which their practices demonstrate an awareness of what is required by 21st century principles. Further, the contextual challenges they face and how they were addressed were also explored and used to assess their awareness of what is expected of a 21st century principle.
However, the findings also indicated that although parental involvement is embedded in principals' daily leadership practices, it is not being used in ways that support leadership in the 21st century. Furthermore, the findings revealed that in other areas of principals' daily management practices, such as the disruption of learning time, the practices do not demonstrate an awareness of what is required of principals in the 21st century. Therefore, it was found that principals are aware to some extent of what is expected of them as 21st century school leaders, while other areas remain lacking.
This study presents the results of an exploratory study of 21st century principals working in South African rural communities. The daily leadership practices adopted by principals in rural areas, the extent to which principals' leadership practices reflect an awareness of what is required of principals in the 21st century, and the ways in which principals deal with leadership challenges coming from a rural context in 21st century.
BACKGROUND TO THE STUDY 1
School principals must have the skills and mindsets appropriate for leadership in the 21st century (Fullan, 2001). Du Plessis (2014), confirms that principals operate within unique and difficult challenges in the 21st century. In his argument, there are internal and external challenges facing schools in the rural context (ibid).
As already stated in the introduction, the 21st century is characterized by various social, environmental and economic factors. What are the day-to-day management practices adopted by principals in the country context. Consistent with this assumption, exploring the day-to-day management practices that principals adopt in rural contexts can provide insight into how they position themselves in leading schools in the 21st century.
Another question this study aims to answer is how principals address the challenges and demands facing 21st century principals in the rural context. The study was conducted in Polokwane Local Municipality in Bricjapi District of Limpopo Province.
LIMITATIONS OF THE STUDY 4
The rural context 5
The importance of the role of the principal in the 21st century around the world and in South Africa is important for understanding and answering the research questions. Below is a discussion of some of the challenges facing rural South African schools in the 21st century. One of the fundamental pillars of education in the 21st century is the use of technology in the classroom.
As previously mentioned, additional emphasis is placed on the principal's role in improving the effectiveness of schools in the 21st century. However, Botha (2013) argues that the role of the school principal began to take a new form in the 1980s. However, in the South African context, there are factors that influence the principal's role as a 21st century leader.
He suggests that this may be an obstacle to effective school leadership in the 21st century. The demands placed on the principal in the role of financial manager in the school could therefore be a limitation for the principal's role as leader of 21st century schools. The South African education system recognizes the importance of the role the principal plays in the school as an organization.
Therefore, it could be interpreted as an update on what the department considers important in the role of the 21st century director. School leadership is no exception to the leadership challenges and demands of the 21st century. This means that the managerial role of the director has a place in the 21st century, as planning and coordinating organizational activities and safe guidance resources are crucial.
The title of the study has been adjusted due to the experiences in the fieldwork process. The previous chapter provided a detailed discussion of the research design and methodology used in the study. The purpose of this study was to examine the daily leadership practices adopted by school principals in the national context as 21st century leaders.
Instructional leadership theory emphasizes 21st century principles as an instructional leader. Furthermore, principals also see value in the involvement of various stakeholders in school processes. However, two issues emerged that demonstrated a weakness in principals' roles as 21st century school leaders in the rural context.
Furthermore, forming partnerships with colleges and universities near the school worked well for one of the participants in the study.
CONCLUSION 87
As already suggested, one of the committees that should be established and chaired by teachers is the parent involvement committee. Based on the needs of the individual schools, other committees should be set up and led by teachers. The study was conducted in a district in Limpopo province with only five participants.
The perspectives of the parents on what their role is in the school as it relates to processes and decisions of the school were also not heard in this study, therefore it is further recommended that a study be conducted that includes the voices of parents and allow other stakeholders. to be heard. The researcher is therefore of the opinion that this study can shed insight into how school principals see themselves as leaders of the 21st century in a challenging context. Identifying the most important 21st century workforce competencies: An analysis from the Occupational Information Network (O*NET (Research Report No. RR-13-21).
Kalavassis (Eds.), Proceedings of the Commission Internationale pour l'´Etude et L'Am´elioration de l'Enseignement des Math´ematiques (CIEAEM 64): Mathematics Education and Democracy: Learning and Teaching Practices (pp. 30-43 ). ). Opening the black box: An experimental investigation of the mediating effects of trust and value congruence on transformational and transactional leadership. I plan to interview the principal about his/her roles in a study titled "Leading 21st Century Schools: A Case Research Study of Leadership Practices Adopted by Principals in a Rural Context." The purpose of the study is to explore the leadership practices you adopt on a daily basis and how these practices reflect an awareness of what is required of you as 21st century school leaders.
The name of the school will never be shown or mentioned in any way, instead pseudonyms will be used to protect the identity of the participants. I S.S. Maifala, a Master of Education student at the University of KwaZulu-Natal, I am requesting you as the school principal to participate in a research study to be conducted at the school. The study is titled "Leading 21st Century Schools: An Exploratory Case Study of Leadership Practices Adopted by Principals in a Rural Context." The purpose of the study is to explore the leadership practices you adopt on a daily basis and how these practices reflect an awareness of what is required of you as 21st century school leaders.
How much do you think the success of the school has to do with your leadership. The title of the research is "Leading schools in the 21st century: A case study of principals' meanings and understandings of their leadership role in a rural context". LEADING 21ST CENTURY SCHOOLS: A CASE RESEARCH STUDY OF LEADERSHIP PRACTICES ADOPTED BY PRINCIPALS IN A RURAL CONTEXT.
Turnitin Certificate 109
