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n Tydskrif vir Geesteswetenskappe - 'n Skoolhoof se perspektief op professionele ontwikkeling - 'n enkele gevallestudie - : navorsings- en oorsigsartikels

Volume 50, Issue 2
  • ISSN : 0041-4751

Abstract

Skole word tans met groot uitdagings gekonfronteer as gevolg van sosiale, ekonomiese en tegnologiese veranderinge. Volgehoue ontwikkeling en verbetering van skole ter wille van doeltreffendheid word verlang, en skoolhoofde en professionele ontwikkeling speel 'n belangrike rol hierin. In hierdie artikel word die volgende navorsingsprobleme aangespreek : Op watter wyse beïnvloed die skoolhoof se professionele ontwikkeling (PO) die skool? Wat is die skoolhoof se gesindheid teenoor PO? Watter rol speel die skoolhoof in sy eie ontwikkeling, die skool se ontwikkeling en die PO van personeel? Watter riglyne vir PO stel die skoolhoof voor? 'n Doelgerigte steekproef is in hierdie studie gebruik. In die steekproef word gefokus op 'n laerskool in Gauteng. Voorts is 'n kwalitatiewe navorsingsontwerp gekies omdat dit die navorser in staat sou stel om die skoolhoof se perspektief op PO te verstaan. 'n Triangulasie van navorsingsmetodes sluit in foto's wat deur die skoolhoof geneem is (alhoewel dit nie by die studie ingesluit is nie), skriftelike bydraes, onderhoude met die hoof, veldnotas wat die navorser tydens onderhoude geneem het, 'n DVD oor die skool en deelnemerkontrole. Tesch se beskrywende metode vir oopkodering is gevolg om die data-analise te doen. Die volgende temas het na vore gekom : die skoolhoof se klem op eie professionele ontwikkeling, "don't be good, be the best, B+"; die vestiging van 'n waardestelsel; die kweek van wenners in die skool; "wat doen ons anders?"; en riglyne vir doeltreffende professionele ontwikkeling. Die studie maak dit duidelik dat die skoolhoof se voorbeeld van selfontwikkeling die vertrekpunt vir doeltreffende PO in die skool is. Met sy entoesiastiese leiding en die "vuur" in sy hart slaag hy daarin om personeel en leerders te motiveer om betrokke te raak by hulle eie ontwikkeling.


Schools are currently confronted with enormous challenges emanating from social, economic and technological changes. Ongoing development and the improvement of schools for the sake of greater efficiency are required. Various studies confi rm the important role that leadership plays in the development of schools. The role of principals has undergone many rapid changes and principals need to display certain leadership qualities to sustain high-quality schools in complex social environments. Principals have to realise that leadership is a process; they need to develop the necessary skills to promote collaborative action and to ensure an improvement in school effectiveness. Houle (2006:145) writes that the "tension created in shifting views on the principals requires attention to the professional development needs of principals in the light of their new roles". The emphasis on the professional development of principals is also crucial to the delivery of high quality education in schools. The professional development of principals may help them to influence the effectiveness of their schools and to encourage a culture of renewal and change. South African principals face the task of creating an effective teaching and learning environment in schools. Bloch (2008:19) refers to the crisis in South African schools and says that schools are in a "state of disaster". In this article the following research problem is addressed : What are the principal's perceptions of the impact of professional development in the school? The study focuses on the social contructivist theory in an attempt to understand how the principal deals with the challenges in his school in the light of his belief system. Constructivist approaches are taken to operationalise professional development and the following is recognised : (1) The constructed meaning of knowledge and beliefs that is used when an individual discovers new knowledge, skills and approaches, and then personally interprets their significance and meaning; (2) The situated nature of cognition which acknowledges that professional development has to be strongly linked to the actual contexts and situations of the individual school; and (3) The importance of ample time for new developments and change to be implemented. Previous studies have indicated that the primary school principal in this study is an exceptionally information-rich participant, therefore he forms the unit of analysis of this article. Since the researcher's involvement in the school in 1992, the school has shown extraordinary development in various areas. The particular primary school was an inviting school of the International Alliance for Invitational Education and received a prestigious award from the Alliance in 1993. It has since developed and improved even further. The school in the study is an Afrikaans-medium, suburban school. A qualitative research design was selected for the study because it would enable the researcher to understand the principal's perceptions of the impact of professional development. The researcher attempted to grasp the principal's views on his own professional development and the effect of his views on staff and school development. To ensure trustworthiness data were collected through written contributions by the principal, interviews, the researcher's field notes and a DVD of the school. All interviews were transcribed. Tesch's descriptive method of open coding was used to analyse the various sources of evidence. A literature control was done to determine the contribution of the current study to existing literature on the role of the principal and professional development, and to look at the impact of professional development on the school. The following themes emerged from the data analysis : the principal's focus on his own professional development; "don't be good, be the best, B+" the inculcation of a value system; nurturing of winners in the school (the blue and orange card reward system; "Hennops iron badge"; other forms of rewards); "what do we do differently"; and guidelines for effective professional development. It is evident that the example of professional development set by the principal is the point of departure of effective professional development in the school. His enthusiastic leadership and the "fire" in his heart allow the principal to grow professionally and to motivate staff and learners to become involved in their own professional development.

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/content/akgees/50/2/EJC20188
2010-06-01
2019-08-25

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