The advent of democratic dispensation in South Africa in 1994 gave rise to the idea that transformation in education, within the background of demands for school efficiency and learner performance, must be driven by school principals. The implication of the study is that principals who have completed GOS: SL have been equipped by the program and as a result their way of managing schools has changed. i.
Background to the study 2
The Ministry of Education has introduced various initiatives to promote effective teaching and learning to turn the situation around. It was noted that under Resolution 8 of 2003, teachers' unions (social partners) worked together on education issues, including effective teaching and learning.
Rationale of the study 4
This partnership between teachers' unions and DoE tended to be misinterpreted by teachers' unions as dictating to principals how to run schools. I believe that the findings of this study can be useful for principals who desire to have change in their schools.
Research questions 5
It could benefit teachers as professionals interested in working and sharing ideas to improve student achievement. In addition, it could be used by national and provincial officials to address the challenges faced by the school in relation to transformation. This study examined primary school principals who participated and completed the ACE: SL with the aim of using PLCs to transform their schools.
Significance of the study 5
It is therefore believed that through this research, school leaders as drivers and agents of change have developed an in-depth understanding of the transformation of schools into PLCs, particularly those schools that have completed ACE:SL. Hopefully, the insight gained from this research has boosted the work morale of school leaders as implementers of transformation and teachers as learners; which improves student performance.
Why Professional Learning Communities are important? 6
It is the kind of leadership that promotes collaborative professional learning and also the kind of professional development (PD) that ensures a maximum degree of teaching and learning on a daily basis (Spillane, 2006; Harris, 2010). The review of the literature was focused on professional development and specifically on professional learning communities: issues around leadership and how it can help make schools communities where professionals learn.
Research design and methodology 7
Chapter two includes a detailed discussion of the literature review and the theoretical and conceptual frameworks underpinning the study. Chapter two begins by presenting the discussion of the theoretical and conceptual frameworks underpinning the study: transforming schools into PLCs by principals who have completed ACE: SL.
How school principals transform schools to PLCs? 10
This chapter reviews the literature on issues surrounding the transformation of schools to PLC and also discusses the theoretical frameworks of the research. This is followed by the outlined context of South Africa in the transformation of schools into PLCs.
The benefits of PLCs in schools 11
The findings of Hord's (2007) study reveal that studies conducted by various authors worldwide reveal that PLCs have common features that benefit staff and students respectively. Teachers develop increased meaning and understanding of the content that teachers teach and the roles they play in helping all students achieve expectations (Hord, 2007).
Features of PLCs 12
If school principals fulfill this responsibility, ideas and beliefs will effectively help develop a shared vision (Marzano et al., 2005). It is therefore assumed that school principals do not understand their roles and responsibilities.
Empirical studies from international community 25
Melony and Konza's (2011) study is similar to this study in that it sought to investigate the processes used to develop PLCs and the factors that influenced the development of effective PLCs. Thus, it broadened the understanding of school principals' experiences in making PLCs and the obstacles that hinder the process of making PLCs.
African context study 26
Both studies focus on their experiences of transforming schools into PLCs and on the factors that hinder the process and its benefits. However, they differ in the sense that Melony and Konza's (2011) study focused on the processes undertaken by teachers and their experiences in creating PLCs, whereas the focus of my study is on school principals who completed ACEs: FIG.
South African context study 27
According to Leigh (2013), this occurs when the researcher conducts research, which is influenced by becoming involved in the situation. The research instruments used to collect data in this research study were the interview guide and discussion content. was recorded with a sound recorder. This was chosen when she said, “Let's get there!” The idea of teachers and parents working together was a priority.
Conceptual framework 28
Distributed leadership 28
This is also supported by Spillane and Harris' (2008) research which found that there is a strong link between distributed leadership and positive organizational change in terms of organizational outcomes and student performance. The conclusion I can draw from the views of these authors is that leadership is distributed among all members of the organization.
Collaborative leadership 29
It is the location of the research methodology that determines the distribution of the processes and strategies to be used with the focus of the entire project in mind (Vithal and Jansen, 2010). The above conceptualizations suggest that a well-designed plan for a research project: Before the research project could begin, the transformation of schools into PLCs had to be accomplished. This was an initiative of the English teachers to promote spoken English at school.
Steyn’s theory 31
Chapter summary 34
The previous chapter presented a literature review on transforming schools into professional learning communities (PLCs). The chapter begins with a detailed discussion of the research design and methodology used in the study.
Research design and methodology 35
Cohen, Manion, and Morrison (2009) further argue that in the interpretivist paradigm, knowledge about the phenomenon being studied is socially constructed. In terms of epistemology, in the interpretivist paradigm, knowledge about the phenomenon being studied is socially constructed (Cohen, Manion & Morrison, 2009).
Sampling 37
Venues for interviews and atmosphere 37
This study used a qualitative approach using a case study that studies a single case in depth and is situated in the interpretivist paradigm (Cohen, Manion & Morrison, 2009). A case study according to Kelly (2005) is a detailed study of individuals, groups, institutions or other social units in their different settings.
Profiling the case studies 38
Methods of data generation 39
The purpose of the study was explained to the participants so that they could decide whether to participate. Hilty (2011) is concurred with by Stoll, Bolam, McMahon, Wallace, and Thomas (2006), who argue that rural teachers have particular difficulties in collaborating with others due to the cost and time of travel. Hilty's (2011) same opinion was strongly rejected. scholars such as Sparks (2002), who argues that schools are successful by using little time that is also allocated to other schools in the same geographical area.
Data generation 40
Issues of Trustworthiness of the findings 41
If the study is not valid, it is also not credible, and therefore generally not reliable. Lincoln and Guba (2005), state that checking and keeping raw data by members that can be used by others contributes to the credibility and reliability of the study.
Ethical Issues 41
To carry out the study, I asked for and received the permission of the school principals, who were in the role of gatekeepers and also research participants. This was further ensured by hiding the names, physical addresses of the schools and stamps in the attachments.
Limitations of the study 42
As a researcher, I went through a series of steps that involved obtaining the ethics approval from the Ethics Committee of the University of KwaZulu-Natal. In addition, participants were explained that interviews would be recorded and they had the right to withdraw at any time.
Chapter summary 42
Second, it discusses what rural school principals who completed ACE:SL perceived as barriers to transforming schools into professional learning communities. Finally, it focuses on what the principals in the survey perceived as the need for PLCs.
Discussion of the themes that emerged from the data 43
Leadership styles that facilitate schools to become Professional Learning
The notion of collaboration and learning as a team was part of their learning experience in the ACE School's leadership program. Therefore, the principals had begun to collaborate with their SHDFs and also distribute work to all school structures.
Tools for optimising transition to PLCs 48
- Time 48
- Space 50
- Trust 51
From the above extracts, it can be concluded that principals trust their staff. The principal was at the school, but was not present at the meeting that took place.
Barriers to the process of transforming schools to PLCs 52
- Time as a barrier in transforming schools to PLCs 53
- Attitudes as barriers 54
- How teachers respond to the principals’ PLC initiatives 56
- The perceived Department of Education’s support for the creation of PLCs 59
- The need for schools to become Professional Learning Communities 61
- Principals’ perceptions about their schools achieving PLC status 64
According to principals who completed the ACE: SL; time is one of the main obstacles that hindered their efforts to create PLCs in their schools. The views expressed in the extract above show that principals who have completed the ACE: SL program understand that the DoE should go into schools and support them in implementing PLCs.
Chapter summary 66
This chapter first presents a summary of the study, followed by a presentation of the findings. The presentation and discussion of the findings are followed by recommendations arising from the findings.
Study Summary 67
The findings are presented and discussed using the research questions that were stated in Chapter 1. This is followed by the reformulation of the research questions, which is also used to organize the presentation of the findings.
Presentation of findings 68
What are the experiences of rural primary school principals who completed ACE
The findings indicate that the five principals tried to change their schools to PLCs; however, their efforts were hampered by the geographical location of the schools. The findings also show that some of the teachers showed negative attitudes towards the process of transforming schools into PLSs.
Why do principals that completed ACE School Leadership transform their schools
Recommendations 70
It is recommended that school leaders undergo intensive training on what it means to be agents of transformation. Therefore, if principals are to understand the implications of this, they must embrace collective wisdom and rely on others to contribute to the improvement of the school.
Chapter summary 71
They must be exposed to training aimed at changing their mindset so that they are able to embrace change and drive change processes. Therefore, principals must understand that simply delegating tasks to the HODs or meeting with teachers does not necessarily demonstrate the existence of professional learning communities; instead, space should be created for everyone, including principals themselves, to learn.
The title of my study is: Transforming schools into Professional Learning Communities (PLCs): The views of rural primary school principals who have completed the Advanced Certificate in Education (ACE). Transforming schools into professional learning communities (PLCs): the views of 5 primary school principals who have completed the Advanced Certificate in Education (ACE).
Appendices 81
