Patrick Mafora

Curriculum Change Implementation: Do Secondary School Principals Manage the Process?

Abstract This article reports on selected findings of a bigger qualitative multi-site case study of purposely selected secondary schools in the Moretele Area Office, North West Province. The study examined the perceptions and experiences of School Management Teams (SMTs) regarding their role in managing the implementation of the National Curriculum Statement (NCS) as curriculum change. Only findings regarding principals are discussed in this article. Data were collected through semi-structured focus-group interviews. Findings suggest that: 1) principals have a limited understanding of what comprises their role of managing the implementation of the NCS as curriculum change; and, 2) principals experience a plethora of impediments in managing the implementation of the NCS as curriculum change. The article outlines the implications of these findings on school effectiveness and makes recommendations for improving the management of curriculum change implementation.

Transformative Leadership for Social Justice: Perceptions and Experiences of South African Township Secondary School Principals

Abstract This paper reports selected findings of a bigger qualitative case study of five township secondary schools in Soweto, South Africa. The discussion is restricted to the research question: What are township secondary school principals’ perceptions and experiences of transformative leadership for social justice? Data were collected from purposively sampled principals through in-depth one-on-one semi-structured interviews. Data analysis, which yielded themes and categories, was based on Tesch’s steps for open coding. Findings suggest that respondents have a narrow conception of transformative leadership for social justice. While they exemplify some social justice practices, they also engage in practices that border on being unjust. Some challenges which principa ls face are outlined. The paper argues that the social justice climate in schools can improve if principals’ leadership can be enhanced through continuous development and if they can be held accountable for social justice issues as they are held accountable for their routine administrative responsibilities.

When Devolved Power is Re-centralised: The Adulteration of Deliberative Democracy in School Governing Bodies

Abstract This article reports findings of a study on shared decision-making in School Governing Bodies (SGBs) of township secondary schools. The focus was on the manifestation of power in the shared decision-making process and how it is experienced and perceived by SGB members. The study adopted a qualitative multi-site case study design. Data were collected through semi-structured one session heterogeneous focus group interviews and supplemented with one to one interviews. Data analysis was based on Teschs steps for open coding and it generated a number of themes which form the bases for discussing findings. Findings suggest that the decision-making power that is devolved to SGBs is not enjoyed equally by all members. Rather, it is centred on the principal and some elite group who do not follow the prescripts of deliberative democracy when exercising it. It is argued that since SGB members are not inherently undemocratic, their decision-making practices can be aligned to deliberative democracy tenets through more accountability measures and capacity building.

Learners' and teachers' perceptions of principals' leadership in Soweto secondary schools: a social justice analysis

The legislative framework for education in South Africa enforces the democratisation and transformation of education consistent with the values of human dignity, equity, human rights, and freedom. As ex officio members of School Governing Bodies (SGBs) and professional managers of schools, principals should play a pivotal role in providing transformative leadership for social justice in these schools. The purpose of this study was to examine, through a social justice framework, how teachers and learners who are SGB members perceive and experience the principals’ leadership in Soweto secondary schools. Five schools were purposefully sampled for this qualitative case study. Data were collected through semi-structured focus group interviews and follow-up individual interviews. Findings suggest that learners and teachers experience sampled schools as democratically untransformed with a climate fraught with unfairness, inequity, disregard for human rights, and intolerance of diversity. The leadership behaviour of principals is perceived as a barrier to democratic transformation and social justice and this engenders resistance and threatens management effectiveness. Keywords : learners; principals; secondary schools; social justice; Soweto; teachers; transformative leadership

The Role of Curriculum Coordinators in Managing Teachers' Continuing Professional Development

Abstract This paper reports selected findings from a larger qualitative case study of purposively sampled Area Offices and secondary schools in the North West Province, South Africa. The study examined the role of curriculum coordinators and school management teams in managing teachers’ continuing professional development for curriculum change implementation. The paper is restricted to findings regarding the role of curriculum coordinators. Data were collected through in-depth semi-structured individual interviews. Data analysis followed Teschs’ open coding steps. Findings point to curriculum coordinators being central to the ineffective management of professional development initiatives that relate to curriculum reforms. The paper identifies a myriad of systemic limitations and barriers that account for management ineffectiveness and makes some recommendations.