About this paper

Appears in:
Pages: 5330-5336
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

HOW LEADERSHIP VARIABLES MAY TRANSLATE TO DIFFERENTIAL SCHOOL EFFECTIVENESS PATTERNS WITHIN SIMILAR CONTEXTS

O.K. Shonubi

University of Johannesburg (SOUTH AFRICA)
The study compared an effective school and ineffective school in terms of how selected leadership variables may translate to differential school effectiveness patterns within similar context. It utilizes a qualitative case study to compare two public secondary schools located within the same socio-economic environment, funded uniformly and controlled by the State based on similar commitments - equipment and physical resources are similarly provided by the State; yet one of these schools is effective academically, while the other struggles to attain effectiveness. It thus argues that the manner in which leadership is practised in the effective school is one of the major reasons for the outstanding academic performance of the students, compared to the ineffective school. This is in spite that both schools possess internal School Leadership Teams (SLT) members who possess similar academic and years of work experience. Data was collected through interviews, observations and document reviews form the 3 SLT members of each school (principal, vice-principal and Head of Department [HOD]). A teacher each, who teaches a compulsory language subject that is required to be attended by every student was also selected from each school. An overarching finding in the study reveals that the effective school was exceptional as a result of the unparalleled leadership practices exhibited by the principal and other members of the effective school SLT, compared to the ineffective school. The finding further implies that exceptional leadership behaviour and practices of effective school SMT members impact positively on selected leadership variables; which in turn influences the teacher’s classroom leadership practices, behaviour and abilities. It also supports leadership literature which established that school effectiveness is context bound. As a result of the findings, far reaching implications and recommendations were offered.
@InProceedings{SHONUBI2015HOW,
author = {Shonubi, O.K.},
title = {HOW LEADERSHIP VARIABLES MAY TRANSLATE TO DIFFERENTIAL SCHOOL EFFECTIVENESS PATTERNS WITHIN SIMILAR CONTEXTS},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {5330-5336}}
TY - CONF
AU - O.K. Shonubi
TI - HOW LEADERSHIP VARIABLES MAY TRANSLATE TO DIFFERENTIAL SCHOOL EFFECTIVENESS PATTERNS WITHIN SIMILAR CONTEXTS
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 5330
EP - 5336
ER -
O.K. Shonubi (2015) HOW LEADERSHIP VARIABLES MAY TRANSLATE TO DIFFERENTIAL SCHOOL EFFECTIVENESS PATTERNS WITHIN SIMILAR CONTEXTS, ICERI2015 Proceedings, pp. 5330-5336.
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