However, the study revealed that professional development of school leaders in South Africa in general and in the Eastern Cape in particular is still in its infancy. Therefore, the study has significant consequences for policy development and implementation mechanisms for the professional development of school leaders.
INTRODUCTION
Therefore, this group of school principals lacks initiative and responsibility, even for their own professional development. Unfortunately, leadership and management competence was not checked before the appointment to leadership and management positions of school principals.
MOTIVATION AND RATIONALE FOR THE STUDY
Mathibe (2007) argues that school principals in South Africa do not have the appropriate skills and training for school management and leadership, and as a result, there is a call for professional development of school principals. The studies on the professional development of school principals in South Africa have examined the establishment of accredited qualification programs and the acquisition of accredited qualifications by school principals.
AIMS AND OBJECTIVES OF THE STUDY
There appears to be a gap in terms of examining what school leaders do as PLCs and whether participation in these PLCs professionally develops school leaders. This study therefore seeks to investigate whether participation in these PLC meetings provides school leaders with the necessary knowledge, skills, values and attitudes needed to face the challenges of their daily pedagogical practice so that teaching and learning can be improved and student achievement of high quality is realized.
KEY RESEARCH QUESTIONS
DEFINITION OF TERMS
Professional development (PD)
Professional learning community (PLC)
REVIEW OF LITERATURE
RESEARCH DESIGN AND METHODOLOGY
CHAPTER OUTLINE
McMillan and Schumacher (2006) define a literature review as a critique of the state of knowledge on a well-defined topic. Therefore, this literature review focused on the professional development of school principals and professional learning communities (PLCs).
THEORETICAL UNDERPINNINGS
PROFESSIONAL LEARNING COMMUNITIES (PLC’s)
Piggot-Irvine (2004); Piggot-Irvine (2006); Mullen (2010) and Spanneut (2010) also define PLCs as spaces where school principals undergo joint professional development. This author's advice is useful for setting up and maintaining effective PLCs for school principals.
ADULT LEARNING THEORIES
- ANDRAGOGY
- EXPERIENTIAL LEARNING THEORY
- SOCIAL CONSTRUCTIVISM
This theoretical insight will assist me when I study adult learning of principals in the PLC under investigation. In the case of my study, principals are expected to learn in their schools and with their colleagues in the PLC.
REVIEW OF RELATED LITERATURE
PROFESSIONAL DEVELOPMENT
- CONCEPTIONS OF PROFESSIONAL DEVELOPMENT
- INTERNATIONAL DISCOURSES ON PROFESSIONAL DEVELOPMENT
- SOUTH AFRICAN DISCOURSES ON PROFESSIONAL DEVELOPMENT
- MODELS OF PROFESSIONAL DEVELOPMENT
- FORMS OF LEARNING FOR SCHOOL PRINCIPALS
Professional learning communities are suitable spaces for these intended dialogues about professional development of principals. Professional learning communities can provide vibrant and viable means of continuing professional development for principals.
STUDIES CONDUCTED ON PROFESSIONAL LEARNING COMMUNITIES
Research by Chikoko, Naicker, and Mthiyane (2011) among school principals in South Africa found that learning through portfolio maintenance among these school principals was still at an emerging stage. The success of these studies indicates how principals can change their leadership style, continuously develop professionally in service, receive mentoring, and also become mentors. Be that as it may, PLC practice can still be embraced to support the professional development of in-service school principals and complement the pre-service qualification.
SUMMARY
Be that as it may, portfolios are considered concrete instruments on which reflection can be based and through which leadership development for professional practice can be gradually achieved. Such differences should be taken into account when applying the theory of PLCs in this region. However, the literature does not reveal any research on PLCs in the South African school context, although this appears to be the latest international practice in relation to professional development issues.
INTRODUCTION
RESEARCH PARADIGM
Interpretive paradigm
- Ontology
- Epistemology
- Methodology
One of the basic tenets of this paradigm is that knowledge is socially constructed by those involved in the research process and that it is the duty of the researcher to understand the complex experience from the point of view of the participants (Mertens, 1998). I believe that if the researcher views the research problem from the participants' point of view, the researcher's bias is mitigated and the authenticity of the study is increased. Mertens (1998) argues that interpretations in this paradigm are iterative, because understanding the parts leads to the interpretation of the whole and vice versa.
RESEARCH DESIGN AND METHODOLOGY
Using qualitative methods, I got to the bottom of issues by analyzing the content and complexity of multiple meanings as presented by participants. This qualitative and interpretive study aimed to provide insight into the current practice of a professional learning community. The qualitative nature of the study enabled me to explore more deeply and better understand issues regarding a PLC and professional development of principals, not from my idealized perspective, but from the participants' point of view arising from actual experience.
METHODS OF DATA COLLECTION
In-depth interviews
If the relationship of trust was established, the participants would be free to speak and share information. Participants had ample freedom to express their opinion without being constrained by structured questions. Participants were notified before the interview to obtain consent, (see Appendix: D, page 97).
Document analysis
Cohen, Manion, and Morrison (2005); Hittleman and Simon (2002) mention interviews among the methods used for qualitative research. Hall and Hall (2004) explain that qualitative research is about understanding the world of the subjects, listening to their voices and letting those voices be heard. Interviews allowed me to obtain direct quotes from the interviewees and this offered rich and deep data required in qualitative research.
DATA COLLECTION INSTRUMENTS
The interview schedule
The pilot study
The purpose of the pilot study was to clarify ambiguities and streamline or distribute the questions based on the main research questions. Before starting the pilot process, I asked the pilot participant for an informed consent (see appendix: E page, 100), providing detailed information about the topic and rationale behind the pilot study. Therefore, I revised the questions and used the final version of the interview schedule for my research.
POPULATION AND SAMPLING
PARTICIPANTS IN THE STUDY
- Participant school principal 1: Mr Mile
- Participant school principal 2: Mrs Mano
- Participant school principal 3: Mrs Silas
- Participant school principal 4: Mr Major
- Participant school principal 5: Mr Topo
- Participant school principal 6: Mr Dani
Mr. Major is a junior high school principal and has twenty-five years of experience as a school principal in the same school. Mr. Topo is the principal of the lower secondary school and has twenty years of experience as a school principal in the same school where he taught for seven years. Mr. Dani is a high school principal and has twenty years of experience as a school principal in the same school.
TRUSTWORTHINESS
He only received extensive training when he was enrolled at NPDO, eight years after assuming duties as principal. Participating principals had an opportunity to assess congruence between their voice recordings and transcripts. I also saved both voice recordings and transcribed texts of participants' responses if needed for further confirmability.
DATA ANALYSIS
ETHICAL CONSIDERATIONS
Ethical issues pertaining to documentation
Therefore, I also notified the participants in writing before conducting any interviews and asked them to respond in writing indicating whether they agreed not to (see Appendices: B, D & E pp. 93-100).
Ethical issues pertaining to participants
LIMITATIONS OF THE STUDY
SUMMARY
INTRODUCTION
DATA PRESENTATION AND DISCUSSION
TRAINING OF SCHOOL PRINCIPALS
- Training of school principals as preparation for school principalship
- Training of school principals during the tenure of school principalship
It is clear from the participants' comments that there is a lack of prior training for school principals. It is clear from the comments that there are challenges to the training of school principals. There were no structured formal details regarding induction or mentoring as a form of training for school principals.
PROFESSIONAL DEVELOPMENT OF SCHOOL PRINCIPALS IN A PLC
- Methods of leadership training
- Designers of programmes and initiators of leadership training
- School principals’ contribution to learning in a PLC
- Becoming a reflective school principal after participation in PLC meetings
The question arises whether the adopted support position for the school leaders' professional development should be reactive or proactive. Limited contribution and participation in PLC meetings, as revealed by participants in this study, inhibits information sharing for professional development among school leaders. The nature of the PLC meeting is another negative factor for the professional development of school leaders.
SCHOOL PRINCIPALS’ EXPERIENCES OF THEIR PROFESSIONAL DEVELOPMENT IN A PLC
- Professional skills development in a PLC
- Role of senior principals in professional development of novice principals in a PLC
- PLC as a dialogical space for professional development
- Curriculum discourse in a PLC
This author advises that school leaders should be able to work with and through other people. Indeed, one participant indicated that school leaders should have the opportunity to approach their colleagues and suggest areas for discussion. School principals should not only hand over curriculum responsibilities to vice principals and department heads.
LEADERSHIP TRANSFORMATION WITHIN A PLC 1 Change in leadership practice
However, some school principals are so overwhelmed by the managerial workload that they have no time to teach. The contention I am making is that paying less attention to or ignoring curriculum issues in PLCs by school principals is not good practice. However, it is unfortunate that more time is spent on conflict resolution meetings than on professional development.
CHALLENGES EXPERIENCED BY SCHOOL PRINCIPALS IN A PLC The participants identified a wide range of challenges. They made the following comments;
Unionism is a fairly new concept in the teaching profession, and managing it still presents some challenges. Chisholm (2005) also states that unions have emerged as powerful bodies demanding that their voices be heard in educational decision-making. I think there should be a mutual understanding between both unions and school principals that these are parallel structures with different functions and that they must coexist without encroaching on their space.
SOLUTIONS TO CHALLENGES AND ASSISTANCE NEEDED IN A PLC
DoE must inform and empower school principals on the legal aspect of handling trade union cases. School principals need to acquire conflict and stress management skills to deal with these challenges. Some agree with Hord (2004) and West-Burnham (2009) who argue that they should also be given the opportunity to express their views and share experiences.
SUMMARY
INTRODUCTION
SUMMARY OF THE STUDY The study was divided into five chapters
Adult learning theories were also considered appropriate for the study because principals are adults learning for professional development. I illustrated how these theories provided frameworks and related to the professional development of school principals within a PLC. School principals were also partially aware of the methods through which they could develop professionally.
CONCLUSIONS OF THE STUDY
CONCLUSIONS IN RELATION TO THE METHODS EMPLOYED TO DEVELOP SCHOOL PRINCIPALS PROFESSIONALLY WITHIN A PLC
CONCLUSIONS IN RELATION TO THE EXPERIENCES OF SCHOOL PRINCIPALS AND THEIR PROFESSIONAL DEVELOPMENT IN PLC’S
CONCLUSIONS IN RELATION TO THE IMPACT ON LEADERSHIP AND MANAGEMENT PRACTICE WITH EMPHASIS ON STUDENTS’ PERFORMANCE
Were they not trained as subject experts when they were appointed as teachers before becoming school principals. According to the norms for workplaces (PPN), school principals are also considered when determining the ratio between teachers and students. Therefore, the issue of curriculum management also directly affects school principals and should be given more attention at the PLC meeting.
RECOMMENDATIONS
RECOMMENDATIONSIN RELATION TO THE METHODS EMPLOYED TO DEVELOP SCHOOL PRINCIPALS PROFESSIONALLY WITHIN A PLC
The mentors should be both practicing and retired principals and other educational leaders who are credible people of integrity. Principals must be encouraged by the DoE, through guidance from the EDOs and SAs, to connect themselves with mentors who meet certain criteria. Officials from the DoE and principals from both AET and FET bands must be involved in these processes.
RECOMMENDATIONS IN RELATION TO THE EXPERIENCES OF SCHOOL PRINCIPALS AND THEIR PROFESSIONAL DEVELOPMENT IN PLC’S
The DoE must make principals aware of the fact that they are an essential local support base and an asset to each other as members of a PLC. District officials and principals should complement each other on matters of professional development of principals. Professional learning community as a structure to be used for continuing professional development of principals must be clearly explained to the principals so that the essence of a PLS is understood.
RECOMMENDATIONS IN RELATION TO LEADERSHIP AND MANAGEMENT PRACTICE WITH EMPHASIS ON STUDENTS’ PERFORMANCE
LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH
CONCLUSION
A case study of the professional development of school principals in a professional learning community in the Eastern Cape. LETTER OF INFORMED CONSENT REQUESTING SCHOOL PRINCIPAL PARTICIPATION IN PILOT SESSION FOR INTERVIEW SCHEDULE. INFORMED CONSENT FORM FOR SCHOOL PRINCIPAL PARTICIPATING IN THE PILOT SESSION FOR THE INTERVIEW SCHEDULE.
Biographical details of participant school principals
Does participating in district meetings make you more reflective and effective as a school principal? Comment on your district experiences with increasing principals' confidence in a professional learning community. How the district serves as a forum for dialogue discourse for the professional development of school principals.
General comments by the participant school principal
