Abstract:

Among the key findings in school effectiveness research is that many underperforming schools struggle with weak leadership and a lack of continuous teacher professionalization. The role of school leaders in guiding their staff toward professional maturity cannot be overstated. Indeed, the success of schools is largely dependent on the quality of leadership and management. This study examines the experiences of an erstwhile underperforming, historically Black school in South Africa. The newly appointed principal sought to cultivate a new culture of commitment, collaboration, teacher leadership, and shared leadership. Her vision and strategy centered on improving teacher practice through meaningful teamwork, where teachers were dependable, reflective, and continuously learning. She referred to this approach as “the art of each teaching the other.” This qualitative study, conducted over 30 months, drew on observations and interviews. The school emphasized open peer learning and peer appraisal. In addition to interviews, the researcher observed classroom practices, the collective development of a positive school climate and invitational culture, and the use of team-based structures—such as dyad teaching—to promote excellence. The findings indicate that promoting peer learning in schools has the potential to significantly enhance teacher practice and learner achievement. The study concludes that in some unique circumstances (as is the case in this qualitative study), effective peer training systems might lead to the development of conscientious teachers who respect their leadership and embrace the strategic vision of the school.

Keywords:

Best practices, Innovative leadership, Peer learning, School effectiveness, Teacher leadership, School leadership.