Those in the education community generally expect SMT members to contribute to the professional development of their teachers. Thus, this research study examined the role that school management team (SMT) members play in the continuing professional development (CPD) of the teachers they look after in two Umgungundlovu schools, namely Glow Primary School (GPS) and Diamond Primary School (DPS ).
Background to the study
Continuous Professional Teacher Development (CPTD)
Second, coordinating effective and relevant CPD activities so that teachers can deliver PD. Finally, teachers who participate in PD activities in order to gain points in the CPTD management system should be appreciated.
Significance of the study
Professional development strategies designed by members of the SMT that are appropriate and realistic have the potential to improve teachers' perceptions of professional development. Furthermore, it is envisaged that this study may shed light on how and which members of the SMTs' perspectives and experiences are in their role in CPD for teachers under their care.
Motivation and purpose of the study
Research questions
Context of the study
The profile of Glow Primary School (GPS)
Although the school had black and Indian students, they made up a very small percentage of the school's population. The majority of pupils were Indian with a small proportion of black and colored pupils.
Statement of the problem
However, Doherty's (2011) research shows that the SMT protested because they were not given sufficient freedom and power to organize such PD strategies for their teachers. It is suggested that SMT members who value their teachers' wishes regarding their professional development can inspire their teachers to make positive changes in classroom teaching and in the wealth of their students (McFarland, 2014 ).
Rationale for the study
Many SMT members advocate PD ingenuity to be unconstructive in that they cannot powerfully promote and improve teachers' classroom practices and organizational skills (McFarland, 2014). Therefore, it was expected that this study would provide a better understanding regarding the role played by members of the SMT in teachers' CPD.
Demarcation of the study
SMT myself, I find myself reflecting and introspecting on my practice and attitude, with a view to making the necessary changes for the betterment of my school as a whole. It was believed that, armed with this knowledge, SMT members could refine and make available PD opportunities, supporting and addressing the needs of teachers, in order to allow students to reach the highest levels of success. , leading to the improvement of the school as a whole.
Layout of the study
This chapter provides an in-depth discussion of the literature reviewed, taking into account the three research questions. The data are presented under different themes, accompanied by a discussion of the different themes arising from the data obtained.
Conclusion
This is an analytical chapter which provides a detailed discussion of emerging patterns drawn from the two countries where the research was conducted. Basically, it tries to theorize and understand what SMT members do when they manage the professional development of teachers in their schools.
Introduction
Postulating that this study is embedded in the perspectives of school leaders regarding the role played in their teachers' professional development, I find it necessary to lay a foundation by offering a brief definition of the concept of leadership, especially instructional leadership, which is the other phenomenon in this research study. This study embraces the idea that members of the SBS as instructional leaders play an integral role in teachers' professional development and likewise learner achievement, in relation to two primary schools in the Umgungundlovu district.
A historical overview of education in South African schools
Table 1: Characteristics of schools as Learning Organisations (Brandt, 2016)
Table 2: A comparison of learning by individuals and organisations (Brandt, 2016)
It is intended that this will help me, the researcher, to develop a theoretical framework for studying and analyzing the data obtained about the role of maintenance substitution treatment as a teaching guide. Based on the above, the following is an overview of the discussions to date on the mentioned phenomenon of professional development and improvement of the school.
The CPTD management system policy
Against the above historical background of the evolution of education, this chapter continues with a discussion on school improvement within the COLT, as laid down in the Employment of Educators Act (South Africa, 1998). Therefore, I will keep in mind that an integral function of the school as a learning organization includes members of the SBS who effect school improvement through the professional development of teachers under their care.
The link between teachers’ professional development and school improvement
Thus, professional development literature confirms that there is a clear relationship between teachers' involvement in a high standard of content-based, CPD and school improvement efforts (Hodkinson & Hodkinson, 2014). Similarly, Naidu, Joubert, Mestry, Mosoge and Ngcobo (2008) argue that the school improvement plan is invaluable in helping schools to develop a successful culture of teaching and learning.
Effective leadership and management
Table 3: Differences between a leader and a manager (Kadalie, 2006)
Leaders do the honorable things Managers do things justly The leader pioneers The manager establishes.
Viewing leadership through an international lens
Looking at leadership and management from the South African perspective, Khoza (2005) claims that the principle underlying African leadership and management is called Ubuntu, or "Umuntu ngumumtu ngabantu" in Zulu, which means, "a person is ' a person through other people.” Now that the South African perspective on leadership and management has been examined, the focus is on the portfolio that accompanies school management and leadership.
School management and leadership
In light of the above descriptions emphasizing the different leadership styles, it is argued that leadership occurs in a social environment. The focus now turns to the relationship between leadership and school improvement, part of the phenomenon that defines this study.
Role of SMT members in the position of principal, deputy principal and HOD
Following on from this, Osterman (2008) suggests that HODs are the glue that holds all components of the organization together. In light of the above statements, it is clear that HODs have the ultimate responsibility for influencing teachers' professional learning and development.
Professional knowledge development and its facets
Policies embracing Continuous Professional Teacher Development
Similarly, the National Policy Framework for Teacher Education and Development, Section 53 (NPFTED, 2007) in South Africa states that the South African Council of Educators (SACE) will take responsibility for the CPTD management system as the coordinator and supporter. Although these teacher professional councils are clearly established to ensure that teachers adhere to a democratically constructed code of conduct, their purpose is to assist in the professional development of teachers.
Continuous Professional Teacher Development (CPTD) participation
Thus, it is agreed that teachers' career satisfaction is defined in terms of their desire to serve while having a positive impact on the lives of their students. Likewise, Chikoko (2007) asserts that with professional development emphasizing teacher learning, it is in the classroom that teachers have the freedom to employ and extend what they have acquired.
Need for and purpose of CPTD
It is further postulated by Bolam and McMahon (2010) that CPTD is necessary in light of the macro changes taking place in society and the economy over which governments have little control. Furthermore, the National Center for Education Statistics (2008) asserts that it is a challenge to allocate adequate funds and thus finance PD initiatives in the various provinces.
CPTD management system promoting teachers’ lifelong learning
It can also determine the extent to which new knowledge and skills acquired through training sessions can be transferred to the workplace and classroom (Sadler-Smith, 2006). Exploring the concept of full transfer of training, it is posited by (Khoza, 2006) that this implies that when teachers return to their classrooms after attending DP programmes, the application of the knowledge gained by them will be tenfold , compared to the bottom. of their training.
Professional Learning Communities (PLCS) and teacher participation
It is therefore suggested that members of the SMT include those areas related to image, professional learning and competencies (DBE, 2014). These SBS members are therefore encouraged by Moolenaar (2012) to take note of the fact that teachers are fully engaged in their mission of teaching.
The role of the SMT in Continuous Professional Development of teachers
In light of the above, the endorsement of SMT members in the professional development of teachers under their care will now be investigated. Given the above, Muijs and Lindsay (2008) suggest that this can be achieved through SMT members.
The value of Total Quality Management in schools
The newsletter states that SMT members, as instructional leaders, must play an important role in the management of schools to become more democratic, inclusive and participatory (DBE, 2000b). In addition, as stipulated by the Educators Employment Act (EEA, 1998), SMT members must supervise teachers.
Link between CPTD, teamwork and a collegial and collaborative school culture
This suggests that it is in the hands of SMT members to create opportunities for supervision and evaluation, thereby encouraging teachers to examine their own teaching pedagogy. Thus, through teacher evaluation, SMT members provide feedback to teachers with the goal of ensuring that acceptable performance standards are maintained.
Decision-making
Fullan (2014) and Eaker and Keating (2012) similarly argue that the creation of collegial school cultures by members of the SBS is appropriate, so that programs for improvement can be promoted. Similarly, these members of the SBS form part of the Development Support Groups (DSG) in relation to the Integrated Quality Management System (IGMS).
Challenges experienced by SMT members
This results in overloading the already complex role of SMT members, where they have to fulfill a number of paradoxical demands (Blasé, et al., 2010). They reported that this was due to the participants' inability to differentiate between the expectations that DHPs as individuals had to meet, and the responsibilities that accompanied that of SMT collectively, in relation to their teachers' professional development and leadership curriculum.
Conclusion
It also identifies the challenges associated with the role of SMT in teacher professional development. Furthermore, this study takes the position that, despite inherent challenges, SMT members are largely responsible for teacher professional development.
Introduction
Inherent in this chapter is therefore an analysis and examination of current literature in relation to the roles and responsibilities of the SBS in the professional development of teachers. Similarly, MacBeath and Dempster (2009) postulate that members of the SBS at the DBE are responsible for making sure that teachers in their care adjust and adapt their pedagogy to suit the requirements of the school as a learning organisation.
Distributed leadership
Ultimately, this implies that members of the SBS are responsible for promoting teacher involvement in leadership roles, particularly in those aspects of leadership that focus strongly on the management of teaching and learning. With the intention of working for the benefit of the school as a learning organization, it is suggested that members of the SBS exercise their leadership by encouraging teachers to seek and maintain collegial relationships (Day & Sachs, 2010).
Qualities and characteristics associated with instructional leadership
This vital role played by members of the SMT is of critical importance in the overall design of school improvement (Hayward, 2008). It is therefore recommended that instructional leadership adoption by members of SMT is a prerequisite.
Conceptualising instructional leadership
Similarly, Fulton and Britton (2011) associate instructional leadership of members of the SBS to be the generation of direction, resources and support to teachers and learners so that all can produce maximally. In addition, Sim (2011) and Grobler and Conley (2013) highlight guidance provided by SBS members in identifying and analyzing instructional problems, while Fulton and Britton (2011) highlight actions that SBS members take to try to improve the COLT .
The structure accompanying instructional leadership
In light of the above, I, like other researchers, am motivated and inspired to investigate the perception of the SBS in relation to their instructional leadership in the professional development of teachers. In light of the above arguments, the focus will now shift to the models that underpin instructional leadership.
Instructional leadership models
Hallinger’s and Murphy’s (1985) conceptualisation of instructional management Although researchers and scholars differ as to the exact nature of instructional leadership tasks,
Hallinger and Murphy’s model (1985)
The second section describes the nature of instructional leadership as conceptualized by Reitzug et al. Hallinger and Murphy (1985) recognize the development and promotion of a fruitful school learning environment as the third dimension of their theoretical framework for instructional leadership.
Murphy’s (1990) model of instructional leadership
According to Hallinger and Murphy (1985), this dimension has a wider meaning and scope and embodies the activities necessary for the promotion of a powerful learning climate through activities that are indirectly involved.
Weber’s (1996) model of instructional leadership
The conceptions of instructional leadership as proposed by Reitzug, Angel and West (2008) are now presented.
Reitzug, Angel and West’s (2008) conceptions of instructional leadership
- Relational instructional leadership
- Linear Instructional leadership
- Organic instructional leadership
- Prophetic conception of instructional leadership
Unlike linear instructional leadership, which separates and divides the elements found in a curriculum and then sequentially tries to ensure that these parts are congruent with each other, organic instructional leadership adopts the attitude that instructional components may not be seen as separate from the larger whole. (Reitzug, et al. 2008). Instead, the basis for the prophetic conception of guiding leadership lies in the theological literature surrounding this tradition.
Supovitz, Sirinides and May’s (2009) model of principal instructional leadership
Tienken’s (2010) collaborative model of instructional leadership
It is argued that while strong instructional leadership puts pressure on teachers to perform at their maximum, the help and support offered by members of the SMT enables schools to collectively move towards achieving a positive COLT in their schools . This is made possible through SMT members prioritizing relevant data, promoting teamwork and collegiality, and creating fruitful and competent working relationships (Tienken, 2010).
Sebastian’s and Allensworth’s (2012) Model of Instructional Leadership
Considering the figure above, Sebastian and Allensworth (2012) argue that the framework of organizational support for teacher and student learning begins with instructional leadership as the impetus for reform. Thus, the above four domains have the potential to positively impact classroom pedagogy so that students can achieve success.
Carrier’s (2014) instructional leadership model
Ultimately, all of the above serves to enrich the entire learning atmosphere, ensuring supportive environments so that students experience safety to freely participate in scientific activities.
SMT members’ instructional leadership in Continuous Professional Development of teachers
It is further argued by LaPointe and Davis (2006) that SMT members are uniquely positioned and empowered to make noticeable changes while supporting both teacher and student learning. This has a ripple effect in that it fosters partnership, dedication, hope, faith and credibility, which are integral to improving teacher pedagogy and student learning (Nettles & . Herrington, 2007).
Managing the instructional programme
The coordination of the curriculum
Furthermore, Day (2011) cautions that while educational leaders do not need to have expert knowledge of syllabus matters, they should still be familiar with foundational literature related to syllabus development. In addition, it is recommended that teaching be aligned with the curriculum as this encourages teachers and others to participate in the professional development initiatives that examine guidelines and recommended revisions to the instructional program.
The role of the SMT in supervising and evaluating instruction
Furthermore, it is insisted that the assistance of curriculum development specialists from within and outside the school should be enlisted to help facilitate professional development in the area of curriculum development (Sim, 2011). In line with Moore's (2009) assertion, Bush (2013) asserts that a principal can contribute significantly to their teachers' professional development through word and deed, thus placing emphasis on improving teaching and promoting learning.
Monitoring learner progress
This involves teachers in planning, implementing and evaluating supervision and professional development; using experts in supervision and professional development as consultants; providing options or alternatives to traditional supervision and professional development practices; and making connections between professional development and student achievement. In light of the above, the role of the school leader in monitoring student progress will now be defined, with the aim of improving the school as a whole.
Instructional leadership of the SMT in creating a positive learning organisation
Providing incentives for teachers
Promoting professional development
For this purpose, Blasé, et al. 2010) assert that effective instructional leaders model lifelong learning and systematically use a variety of strategies to enhance professional learning in their schools. This, in turn, helps teachers structure learning experiences, facilitate effective teaching planning and organization, and better manage their classrooms (Blasé, et al., 2010).
The role of the instructional leader in creating networks of learning
Likewise, to foster professional development, Carrier (2014) advises that SMT members should encourage teachers to share ideas and teaching methodology by allowing them to visit and observe their colleagues in the classroom situation and share ideas among themselves . Additionally, it is suggested that SMT members visit schools known for their good teaching practices and bring new ideas to share with teachers in their school.
Conclusion
The next chapter (Chapter Four) provides a detailed discussion of the research design and methodology used in the study. In this chapter, I provide a detailed explanation of the design and methodology used in my quest to gain an understanding of SMT members' perspectives and perceptions in the professional development of teachers under their care.
Research paradigm
Chapter Three discussed theories and models that provide a framework for understanding issues surrounding teacher professional development, demonstrating the link between theory and the focus of the research. In my quest to give meaning to the methodology, I take into account the reasons for the choices I make, describing the design; the sampling methods; the research participants; the chosen locations; access and acceptance in the field;.
Research design
In light of the above, the research method in this study is understood as a starting point and a way to proceed, while the methodology encompasses the understanding of the subject matter (Watts, & Stenner, 2012). Now that an understanding of the difference between research methods and research methodology has been explored, the methodological approach underpinning this study and the rationale for my choice is examined.
Methodological research approach
Because we are thinking, creative beings, we are expected to use our reasoning when analyzing a case study so that we can make sense of it. Now that the research methods, methodology and approach have been established, issues surrounding the study population, sampling and access issues will be explored.
Research Population
Similarly, Saldana (2013) argues that case study research is a methodological investigation of studies of an occurring set of related events which seeks to provide a description of the event under investigation. Knowing the above, I argue that this research helped open me up to enter the world of the participants, just as they were exposed to my world as a researcher.
Sampling
I selected the two schools and members of the SBS using purposive sampling, thereby suggesting that they were targeted because of their inherent characteristics that I believed were conducive to this study. After identifying the seven members of the SBS from the two primary schools in Umgungundlovu district, I coded them as: Mrs Maharaj of Glow Primary School (GPS), Mrs Alark (GPS), Mr Pillay (GPS) and Mr Ken (GPS) ); together with Mrs Radebe from Diamond Primary School (DPS), Mrs Ally (DPS) and Mrs Lloyd (DPS).
Negotiating entry to the research sites
Data generation methods
Semi-structured individual interviews
There is a distinction between the actually lived life, the life experiences and the story about life (Saldana (2013). Moreover, the qualitative research interview takes shape in a special social context in which the stories told depend on what the interviewer wants to know and how the interviewee perceives this, and how the communication between them works.
Interview guide
The process of data analysis and interpretation
Analysis of interview data
At this time, I declare that the discussion of the data has been completed in accordance with the two study sites. This process of rereading and annotating transcripts helped me gain a deeper understanding of the data and identify relevant codes and themes (Creswell, 2014; Merriam, 2009).
Discovering patterns
In extension of the above, I agree with the postulation echoed by Stake (2010) that qualitative research of superior quality is based on the principle of reliability. With this in mind, follow the precautions I have taken to ensure the reliability of the findings.
Trustworthiness of findings
- Credibility
- Dependability
- Transferability
- Issues of ethical consideration
Yin (2014) considers transferability as the extent to which the results of the research can be applied in similar contexts. In the context of the study I did, I gave a thick description of all the processes I followed throughout the research process.
Privacy and Trust: Anonymity, Informed consent and Non-participant stance
Anonymity
Thus, before the researcher involves participants in any way, permission must first be obtained from them, bringing into focus informed consent and protection from harm. With the above in mind, as a qualitative researcher, I worked as ethically as possible to ensure that before involving participants in any way, permission was first obtained from them.
Informed consent, full disclosure and confidentiality
Non-participant stance
Recording of Data
Limitations of the study
Although this researcher had some degree of introduction to the research arena when she was completing her honors and master's degree requirements, which has since been extended while pursuing her PhD, it is recommended that the researcher be a novice researcher who has spent the entire educational career of a teacher.
Conclusion
Introduction
Pursuant to the above, a tabulated profile of Glow Primary School is now presented and the reader is advised to link to the site-wide Chapter One (1.6.1) where detailed GPS information is presented. Approximately 1000 out of 1211 pupils receive meals in the DBE subsidized daily feeding scheme.
Data presentation and discussion
The next phase of the analysis saw me scrutinize the data to look for themes and patterns that illustrated these SBS members' perspectives of their enactment in relation to the CPD of teachers. The themes discussed in this chapter and the following chapter are now presented as follows: *socio-economic status of both GPS and DPS * SBS members' narrative and consideration of their management and leadership implementation in their teachers' professional development ; * SBS members' perspectives their school was a learning organisation; link between CPTD, learners'.
Socio-economic status (SES) of Glow Primary School (GPS) and Diamond Primary School (DPS)
Backdrop to SMTs’ understanding of management and leadership
The SMT members’ recount and contemplation of their management and leadership enactment
In addition, Ms. Alark claimed that she tried to keep abreast of the latest developments in education by identifying and implementing changes as much as possible. In light of the above, Ms. Maharaj stated that this is a challenge because GPS is located in the CBD and without a community to serve.
SMT members’ perspectives of their school as a learning organisation
In light of the above, Ms. Alark's role at GPS demonstrated his attempts to create such a collaborative, collegial culture. Based on the query above, these managers from GPS confirmed the existence of a strong relationship between CPTD, student achievement and school improvement.
SMT members’ role in teachers’ ‘take-up’ of projects
In fact, it is clear that Mrs Alark and Mrs Maharaj, as instructional leaders with the aim of improving the COLT at their school, tried to develop their teachers in their mentoring capacity. It is therefore interesting to note that the above arguments propounded by these SBS members of GPS in relation to the implementation of distributed leadership do not seem to correspond with the.
A contemplation of SMT members’ role in the CPD of their teachers
It is clear that all four SMT members from GPS reasoned that continuous professional development was imperative. Some of the recurring sentiments expressed by the four SMT members were that CPTD has the potential to help teachers “keep up to date” (Mrs Maharaj); upgrade yourself (Mrs Alark); develop yourself (Mr. Pillay) and keep up with the latest trends (Mr. Ken).
SMT members’ perspectives of the current CPTD management system
With this in mind, these GPS SMT members were invited to provide their perception of the current CPTD management system that has been in place since 2014, which aims to measure and monitor teachers' professional development. Taking into consideration the postulations of these SMT members, it is claimed that the CPTD management system is in place to recognize teachers' participation in professional development.
SMT members’ postulations about professional learning communities (PLC)
The next section focuses on the benefits of belonging to network stations from the perspectives of the SBS members from GPS. He was of the opinion that it was at these teacher cluster meetings that teachers learned from each other how to behave in an acceptable manner.
Conclusion
Introduction
Home Language (HL): English First Additional Language: Afrikaans Second Additional Language: isiZulu Learners' socio-economic status Below average: 80%.
Data presentation and discussion
Taking note of the above, the data elicited from the SMT members Mrs Radebe (Principal), Mrs Ally (Intermediate Phase HOD) and Mrs Lloyd (Primary Phase HOD) of Diamond Primary School (DPS, all of whom are not real names), clearly illustrated their demonstration of leadership and management practice in their portfolio as members of the SMT, particularly in their implementation in their quest to develop teachers professionally. In addition, SACE expects them to support teachers in CPTD Management System-related matters as they participate in their three-year cycle.
SMT members’ recount of their management and leadership enactment
Thus, I agree with Carrier (2014) that all members of the SMT, and not just the school principal, should be recognized as instructional leaders. In line with Moore (2009), it is evident that the way in which these members of the SMT attempted to lead and manage their teachers' professional development towards the realization of their school's vision was through their productive leadership practices.
SMT members’ perspectives of their school as a learning organisation
In light of the above, these members of the SBS will judge whether their school as a learning organization where teamwork, collective decision-making and distributed leadership occurred, is now being investigated. The discernment by these members of the SBS as to whether they believed there was a link between CPTD, learners' academic performance and school improvement will now be ascertained.
Link between CPTD, learners’ academic achievement and school improvement
With the above assertions of Mrs Radebe, Mrs Ally and Mrs Lloyd, it is suggested that the vision of the CPTD management system can be considered as one that supports and facilitates the process of continued professional development. As these members of the SBS have apparently committed themselves to the CPTD process with the aim of revitalizing the COLT, their role as teachers.
SMT members’ role in teachers’ ‘take-up’ of projects
In application of the above data extracted from the connection, or lack thereof, between the teachers. Pursuant to the above, Ms. Radebe postulated that she agreed with the notion of teachers voluntarily taking initiatives.
A contemplation of members of the SMTs’ role in the CPD of their teachers
One of the ways this can be done is through the facilitation of DP activities by these SMT members (Wing, 2013). These members of the SMTs' opinions on the current CPTD management system will now be reviewed.
SMT members’ perspectives of the current CPTD management system
In relation to the above, although all three members of the SMT have expressed their disapproval of the manner in which the DBE has continually introduced new innovations without considering the implications of such initiatives, the votes of Ms Ally and Ms Lloyd will now be taken into account. Based on the above postulations of Ms. Ally and Ms. Lloyd DBE (2007) suggests that the establishment of a policy framework with two complementary sub-systems namely Initial Professional Teacher Education (IPET) and Continuing Professional Teacher Development (CPTD) can change the quality of professional development and with topics of teaching and learning in South Africa.
With the above in mind, the perspectives offered by Ms Radebe and Ms Ally will now be explored. Likewise, Moolenaar (2012) and Leana and Phil (2009), in agreement with Ms. Radebe and Ms. Lloyd, suggest that through participation in professional learning communities, members of SMT work for change, either by helping other teachers or by transforming the school.
Conclusion
Introduction
A summary of the similarities and differences between the two schools
Similarities and differences - Socio-economic status (SES)
SES defined GPS was that students from below average homes comprised 60%, those from average homes were 30%, and above average homes were 10%. DPS varied from 80% of students coming from below average homes, 10% from average homes and 10% from above average backgrounds.
Similarities and differences - Section 21 status schools
Thus, due to the low financial status of most parents whose children attend these schools, these members of the SMT were forced to exempt their students completely, partially or conditionally from paying school fees. To this end, SMT members and GPS and DPS staff have contributed to the maintenance of the school through their management of fundraising events to help replenish much-needed school fees.
Similarities and differences: Geographical position
