Abstract:

Several studies in educational leadership and management in South Africa have underscored the importance of the role of the school principals and their management teams. In fact, as other international studies concur, any school’s climate and culture will be largely influenced by the leadership practices of those at the helm. Successful schools will achieve because of their efficient principals. Two decades after the attainment of democracy and the demise of apartheid education South African schools reflect some challenges that characterized apartheid schools. Arguably, in numerous schools, teachers are not ready to create effective working organizations. Yet all education’s role-players seek schools that work; the parents and communities are in constant search of high achieving schools that would redeem society from several of its ills. However, it is recently that many have realized that school principals and their management teams may have to be formally prepared for their roles as leaders of high achieving schools.
This paper sought to examine the practices exercised by successful schools in South Africa. Countless school principals complain about their schools that fail in the face of change. Some have been irked by the absence of the zeal by teachers to be change agents and agents of change. The realization is that not all principals have the suitable skills that would make them ready and be able to lead high achieving, successful schools. Many school principals had never been prepared for leadership positions they hold and may have been appointed due to their exquisite teaching skills and classroom management. This study critically examines the results of the impact and experiences of the Advanced Certificate in Education - School Management and Leadership (ACE-SML) Research candidates countrywide. These candidates included school principals, deputies, Heads of Departments and ordinary teachers who aspired to be in leadership positions in schools. This was to prepare them in some formal preparation for taking up school leadership and management positions.
This ACE-SML program research was sponsored by Zenex Foundations and supported by the Department of Basic Education. Furthermore, this Zenex-ACE School Leadership and Management Research was the first comprehensive longitudinal study conducted over a period of four years in six South African provinces. From the results of the study, I teased out five themes that appeared critical in supporting school leaders guide their schools into the future. Schools for the future require courageous and meticulous leaders who will be able to create schools that endure change. Ubuntu, teacher leadership, Instructional leadership, Co-operation, completion, and the ability to define one’s leadership practices are among the most critical in planning schools that would lead to lasting effectiveness.

Keywords:

Cooperation, Moral Leadership, School Leadership, Turnaround Leadership, Ubuntu.