INTRODUCTION AND OVERVIEW
Background and context of study
- The macro social landscape during the apartheid era
- Education during the apartheid era and birth of Technical Colleges
- The transition period: Post apartheid era in South Africa
- Management and governance of FET colleges post 1994
- The impact of the history of apartheid on education leadership and management
- The context of the case study FET College
Rationale for the study and key research questions
This applies to this professorship leader in the context of the FET College case. What factors facilitated or hindered the implementation of teacher leadership in the context of the FET College, where I work?
Conceptualizing the group research project
Research design and methodology
This study is situated within an interpretive paradigm because I work from the premise that there are many truths and I wanted to understand the different interpretations of the world of the three pedagogical leaders. All aspects of the research design identified here will be expanded upon in more detail in Chapter Three.
Conclusion
Fourth, the review discusses the role of lecturer leaders in the context of a FET College, whether formal or informal, and explains how leadership can emerge. Finally, this review identifies the conditions created to promote teacher leadership in the FET College context using the school context of teacher leadership, followed by barriers and how FET Colleges can overcome them.
Education Leadership and Management
I used the observation method because it provided a powerful insight into the exercise of teaching leadership in the context of a FET College. I strongly argue that Fullan's views are also applicable in the context of an FET college.
Traditional Views of leadership: Leadership as individual pursuit
Leadership as a shared activity
Distributed leadership allows for the flow of influence across schools (or FET Colleges) and is separate from the autocratic leadership ties to the headship (or . "rectorate" in this study), (Singh, 2007). In the FET College context, lecturers should be encouraged to lead in order to meet the needs of the changing landscape where FET Colleges are supposed to meet the objective of skills development in South Africa.
Distributed Leadership Theory
- Description of distributed leadership
- The popularity of distributed leadership
- Barriers to distributed leadership
- Criticisms of distributed leadership
Bennett et al (2003) argue that distributed leadership is not something done by one individual to another. In practice, it is often claimed that distributed leadership is nothing more than shared leadership (Harris and Spillane, 2008).
Teacher Leadership
- Understanding the concept of teacher leadership
- Informal and informal teacher/lecturer leadership roles
- Barriers to teacher leadership
They argue that teacher leadership should first improve teaching and learning in the classroom, and then teachers can move out of the classroom and take on leadership roles where possible. Lecturers in FET colleges no longer need to be formally appointed to leadership positions to take on leadership roles.
Conclusion
Lecturer B linked the concept of teacher leadership with what the teacher does in the classroom. To reiterate, the data revealed that Teacher Leader B led strongly in the zone of the classroom (Zone1) where she continued to teach and improve her own teaching (Role 1).
RESEARCH DESIGN AND METHODOLOGY
The research paradigm
By this I mean that I situated my study in an interpretive paradigm because I believe that meanings are socially constructed by people and not by external forces. Thus, one might join Cohen, Manion, and Morrison (2007, p. 21) who write that "a central endeavor in the context of the interpretive paradigm is to understand the subjective world of human experience." Similarly, McMillan and Schumacher (1993) agree that the interpretive paradigm is about interpreting people's situations and giving.
Methodology
Research that claims to be value-free, that the world is stable, and that there are discoverable patterns (Cohen, Manion, & Morrison, 2007), such as positivism, did not serve the purpose of my study. My data showed, however, that the beliefs and experiences of my three participants were not similar, but varied according to the different situations and contexts in which they worked. On the other hand, the critical paradigm concerned with the emancipation of the powerless was also not suitable for my study, as the purpose of my study was not to change the experiences of my three lead lecturers, but simply to identify and describe them. .
Research Site
- Access Issues
- Sampling issue
In your opinion, what is hindering the development of lecturer leadership in relation to your college. In your opinion, what hinders the development of lecturer management in connection with your Campus?. Describe the socioeconomic background of the students on campus and the surrounding community.
Data Collection: Process and Methods
- Survey questionnaires
- Focus Group Interview
- Reflective Journal
- Observations
- Individual Interview
Data analysis
More research needs to be done to further study the impact of lecturer leadership in the FET sector. In your opinion, what drives faculty leadership development in your campus context? In your opinion, what factors can promote the leadership of lecturers in your FET college or campus?.
Trustworthiness of study
Ethical considerations
Letters informing the participants of the confidentiality of the data provided, and the protection of their identities from the general public by using pseudonyms, rather than real names, were given to them. Furthermore, in order to maintain ethical behavior on the part of the researcher, participants were interviewed in places that were convenient for them, which in most cases were their classrooms. To fulfill the requirement of the higher degree as a group, we applied for the ethical clearance and obtained permission before starting the research process (Appendix 10).
Limitations of the study
This means that the researcher must respect the autonomy of the participants, avoid harming them in any way, and make the research directly or indirectly beneficial to all participants. Being one of the seniors in college may have created a problem during the data collection stages. Participants could have told me what they thought I wanted to hear as I worked closely with senior college management.
Conclusion
For Lead Lecturer C there was almost an even distribution of lecturer leadership across the areas and roles she led. As in the school context, the hierarchical structures and leadership styles in the FET College proved to be one of the powerful barriers to faculty leadership. I argue the same for the lecturers at the FET College; they are also the "guardians" of culture.
DATA PRESENTATION AND DISCUSSION OF FINDINGS
The description of three lecturer leaders
- Lecturer leader A: A team player
- Lecturer leader B: An obedient lecturer leader
- Lecturer leader C: A rebellious lecturer leader
In summary, data gathered from interviews, diaries and observations reveal that Head Lecturer A strongly led in the classroom zone (Zone 1) and collaborated with other lecturers and students outside the classroom in curricular and extracurricular activities (Zone 2). The above features demonstrated the effectiveness of Lecturer A's leadership and support my claim that he was a strong leader in the classroom. Lecturer Leader B demonstrated integrity in leading students in the classroom area and also in interacting with other lecturers and management.
Barriers to lecturer leadership in the FET college context
- The college culture and lecturer leadership
- General college Environment
In the college context, I believe that college culture can either promote or hinder the adoption of faculty leadership. According to all three faculty leaders in my study, an autocratic leadership style prevailed on campus. In the context of College FET, I argue that the lack of real support for lecturers held them back.
Strategies to develop lecturer leadership
If you trust and respect others and are willing to be taught and secondly if there is no fear, teacher leadership can be promoted” (LLA, J, p.6). Teacher leader C's comment is more management related, as she believes that for teacher leadership to develop in the university, “management needs training; Regular effective meetings could be another strategy that an FET College could use to develop teacher leadership.
Conclusion
Directions: Place a CROSS in the column that most closely describes your opinion on the role of faculty leadership in your college. In your opinion, what are the benefits of faculty leadership in the context of your college. Directions: Place a CROSS in the column that most closely describes your opinion on the role of faculty leadership on your campus.
CONCLUSION AND RECOMMENDATIONS
Summary of key findings
The results of this research can serve as a basis for a more nuanced and thick description of teacher leadership in the FET sector. An analysis of the FET Act (16 of 2006) and other FET-related policies to determine what they say or are silent about the adoption of lecturer leadership in the FET college. Lecturer leadership plays a very critical role in teaching and learning in the FET College context, just as teacher leadership does in the school context.
I am sending you this invitation as a lecturer who may be interested in participating in a research project on teacher leadership at the FET College. I am currently involved in a research project which aims to explore teaching leaders in action in the FET College.
Reflection on the context: The group research project
Reflection on the Teacher Leadership Model
This tool did not work well for my study because the context of the college affected the use of this tool. First, the tool was designed for the school context and did not match the context of the FET College, for example the FET College's Integrated Quality Management System (IQMS) differs from that of the school system. However, I adapted the zones and teacher leadership role model to suit my FET College lecturer leadership context. Second, the content of the tool, especially the indicators, limited the scope of my observation.
Reflections on distributed leadership as a theoretical framework
However, there is still a gap regarding the role of Campus Management or college Senior Management Teams in the development of lecturer leadership among lecturers in the FET sector. Employee perceptions of the workplace climate for creativity of Thekwini FET College, Durban. Furthermore, in the interest of the participants, they will be given feedback during and at the end of the project.
Assignment: Put a CROSS in the column that most closely describes your opinion about what factors support or hinder teacher leadership. Assignment: Put a CROSS in the column that most closely describes your opinion about which factors support or hinder lecturer leadership.
Recommendations for dealing with barriers to the enactment of lecturer leadership .110
Conclusion
But teacher leadership must be strengthened and nurtured to yield benefits in an educational institution. The senior leadership should take a leading role in the development of faculty leadership and this practice should be made the norm rather than the exception in the college. SMT should nurture lecture leadership by handing over power and authority to all lecturers and encouraging them to take on leadership roles through dialogue and rewards.
How school management teams function in the context of educational change in South Africa. An investigation into factors that help or hinder teacher leadership: the case of three urban primary schools in the Pietermaritzburg region. Case studies of two public primary schools in the northern suburbs of Pietermaritzburg, KwaZulu-Natal.
In the interest of confidentiality, you are not required to provide your name in the questionnaire. Can you tell a story/describe a situation in each of the following contexts when you worked as a faculty leader: .. ii) working with other faculty on curricular/extracurricular activities iii) on campus-wide issues. iv) networking across campuses or working in the college community 2.
APPENDICES
CONSENT LETTER: Lecturers
CONSENT LETTER: Lecturer leaders
COLLEGE OBSERVATION SCHEDULE
LECTURER QUESTIONNAIRE
CMT QUESTIONNAIRE
JOURNAL ENTRIES
LECTURER OBSERVATION SCHEDULE
ETHICAL CLEARANCE
