| dc.description.abstract | This study sets out to investigate to what extent primary school principals in the Western Cape are currently being developed as leaders, in order for them to positively impact on their schools' performance. Other school leaders have a particular perception of the principal's role as leader as well as the skills and qualities they need and the challenges they face in the execution of their duties. Therefore, the views of deputy principals and heads of department are considered in this investigation. With the advent of the new South Africa, the government introduced numerous educational policy changes that had major implications for the way schools are managed and governed. Consequently, the role and responsibilities of the school principal have changed significantly. As a consequence of apartheid education ideology and practices, the majority of South African school principals have been stunted in their development as educational leaders. In order to achieve his goal, the researcher conducts a national and international literature review on leadership development of principals together with an assessment of how other school leaders conceptualise the role of principals at six primary schools in the Western Cape. He further looks at challenges principals face together with how these school leaders conceptualise the notion of development of principals and who is responsible for this development. Even though the importance of effective leadership and management is increasingly being recognised, most countries and education authorities have been slow to acknowledge the importance of training and developing current as well as aspirant principals and other SMT members. In South Africa the debate on the importance, value and development of school leadership has intensified significantly since the arrival of democracy in 1994 and the transformation of the apartheid education system. Apartheid and the struggle years have left many township and rural schools in crisis. The school principal and SMT were seen as the major force to address the schools crisis and the on-going erosion of the culture of teaching and learning in schools. Evidence from the data collected using research statements, interviews and questionnaires reveal that WCED as well as some teacher unions hardly provide adequate in-service role-specific development for principals. Educators become principals without having been prepared. As a result, they often have to rely on experience and common sense. However, the demands on principals strongly suggest that leadership training and development support is urgently needed. A major challenge for education management is the development of appropriate leadership capacity in the school system. A disconcerting reality also is that, there is only limited evidence of other school leaders being developed for the central function of schools i.e. promoting learning. This study suggests that principals do not fully understand or fulfill their role as leaders of the curriculum. There is overwhelming evidence that many current principals in the Westem Cape are not adequately qualified leaders of their schools. Therefore a number of recommendations are made after the most important research findings are summarized. The researcher sincerely hopes these recommendations will address the existing situation. | en_US |
