n South African Journal of Education - Use of the Collegial Leadership Model of Emancipation to transform traditional management practices in secondary schools

Volume 25, Issue 1
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



The Collegial Leadership Model of Emancipation (COLME) is used to address the concerns of transforming traditional management practices (TMPs) in secondary schools. This model is based primarily on the principles of collaboration and participation that facilitate collegial leadership practices to flourish in an environment characterized by shared decision-making, shared values, shared vision, and shared leadership. Inevitably, this process impacts on all stakeholders. The positive effect that collegiality has on the improvement of learning and improved teacher participation and commitment suggests that the effectiveness of a school need not be synonymous with privilege nor should 0 inefficiency be synonymous with the disadvantaged community. For the positive effects to be sustained, the collegial practices need to be evolutionary and emancipatory in order to evoke the values of collegial leadership set out in this article. Research conducted at ten secondary schools strongly supported the principles espoused in the COLME. It was evident from the interviews that the ex-model-C schools were better equipped and had appropriately qualified personnel to incorporate elements of the COLME. This was not the case with all the historically disadvantaged secondary schools (HDSS). However, all the respondents agreed that collegiality was a key component in transforming tradition al management practices in our schools. The COLME provides a suitable framework to achieve this noteworthy goal.

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