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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Mentorskap vir beginnerskoolhoofde - : navorsings- en oorsigartikel

Volume 55, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract


In South Africa, novice school principals carry an exceedingly heavy burden because of inadequate education and preparation as principals. They have not necessarily been familiarised with the demands and challenges of effective school management before their appointment, and no support in the form of formal mentorship exists for preparing them (Moorosi 2012:487). Whilst an interest in mentoring has been shown in organisations (O'Neill 2005:439), little research has been conducted into the advantages of the relationship between a mentor and a novice principal, with a view to the professional development of the latter. School principals, especially novice principals, are exposed to emotional, social and intellectual demands and challenges. Moreover, as school principal leadership has become a key factor in the improvement of schools, preparation and support are essential (Wildy & Clarke 2008:269; Wildy et al. 2010:308,309; Crawford & Cowie 2012:177). The purpose of this article is to report on an investigation into whether mentoring could support novice principals. It is important that the novice school principal's emotional intelligence (seen in self-confidence), social intelligence (evident in group management and cooperative abilities) and intellectual intelligence (seen in competencies) serve as the foundation of his/her preparation to work as school principal (Lee et al. 2013:1,2; Dwiningrum 2013:144). Unfortunately, no support is available to support the above-mentioned three "pillars" during the first few years of the principal's service. Consequently, school principals are weighed down by stress, emotional, psychological and social problems (Cheung & Walker 2006:406). Recently, the focus has been on the connection between theories taught in education programmes and applied to school practice.

Beginnerskoolhoofde in Suid-Afrika en in die buiteland vind dit al hoe moeiliker om aan die eise van hul werk te voldoen, hoofsaaklik vanweë ongenoegsame voorbereiding en ondersteuning. As beginners word hulle emosionele, sosiale en intellektuele intelligensie op die proef gestel. Daar word aangeneem dat tersiêre kwalifikasie- en opleidingsprogramme voldoende is om persone pasklaar as 'n skoolhoof af te lewer. Om die rede word daar van hulle verwag dat hulle in staat moet wees om die daaglikse nuwe eise en uitdagings te bowe te kom. Hierdie artikel konsentreer op mentorskap as ondersteuning vir beginnerskoolhoofde. 'n Kwalitatiewe navorsingsbenadering is gevolg. Deur doelgerigte steekproefneming is sewe skoolhoofde uit verskillende kulturele agtergronde as deelnemers geïdentifiseer. Die diskoersanalise wat daarna gevolg het, het aangedui dat beginnerskoolhoofde voel dat hulle bestuursvaardighede tekortskiet. Hulle het dit veral moeilik gevind om regskwessies, menseverhoudings, kommunikasie en departementele instruksies te bestuur. Ook het hulle laat blyk dat daar 'n gebrek aan gestruktureerde ondersteuning was, veral deurlopende ondersteuning.

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/content/aknat/55/1/EJC167333
2015-01-01
2019-10-20

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