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Creating a teacher collaborative practice in a South African primary school: The role of the principal

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dc.contributor.author Steyn, G.M.
dc.date.accessioned 2014-05-30T09:54:51Z
dc.date.available 2014-05-30T09:54:51Z
dc.date.issued 2014
dc.identifier.citation Steyn GM 2014. Creating a teacher collaborative practice in a South African primary school: The role of the principal. The Journal of Asian and African Studies, 49(3: 347-361 en
dc.identifier.uri http://hdl.handle.net/10500/13526
dc.description.abstract The study focussed on the experiences of a principal in developing a collaborative practice for teachers in his school. A qualitative research design was employed to determine the views of the principal in initiating and maintaining a collaborative culture in the primary school. A narrative analysis was used to analyse the data. The findings show the necessity of supportive leadership, how important it is for teachers to share their intellectual property and the benefit of creating supportive conditions for teacher collaboration. The study provides a tentative theoretical framework for a better understanding of the role of leadership in teacher collaboration and suggestions for teachers who would like to develop practical learning communities in their schools. en
dc.description.sponsorship This work is based upon research supported by the National Research Foundation in South Africa en
dc.language.iso en en
dc.subject teacher collaboration; the role of leadership; continuous professional development; a case study; narrative analysis en
dc.title Creating a teacher collaborative practice in a South African primary school: The role of the principal en
dc.type Article en
dc.description.department Educational Leadership and Management en


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