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Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province

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dc.contributor.advisor Pretorius, S.G. (Prof.)
dc.contributor.author De Villiers, Elsabe
dc.date.accessioned 2011-08-17T10:35:20Z
dc.date.available 2011-08-17T10:35:20Z
dc.date.issued 2010-11
dc.identifier.uri http://hdl.handle.net/10500/4715
dc.description.abstract The people in the organisation are the key to quality and effective change and improvement in schools. A new paradigm in school leadership, namely teacher leadership, grounded in distributed leadership theory and supported by enabling policies, provides a platform for school wide capacity building where more and more people recognise the potential of other team members, promote it and thus give stimulus for significant change. The purpose of the research was to determine the perspectives, perceptions and readiness of educators in the Eden and Central Karoo Education District for teacher leadership, as well as educators’ perceptions regarding the school culture required for teacher leadership to be nurtured and sustained. A total number of 283 educators participated in this study, including principals, members of school management teams, veteran, middle, novice educators and district officials. A series of instruments were used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI) and the Teacher Leadership School Survey (TLSS). Data revealed that educators held positive assumptions about teacher leadership; that educators were collectively ready for teacher leadership; and that they perceived their school cultures as healthy for teacher leadership practices. Educators used language of leadership which can be associated with the organisational and transformational leadership theory; indicated that they experienced barriers to teacher leadership; and that there is a need for professional development in relation to teacher leadership. A significant difference was found between the preliminary leadership and barriers to teacher leadership perceptions held by district officials and other educators (principal, member of school management team, veteran, middle and novice). A significant difference was also found between members of school management teams and other educators (middle and novice) in relation to their readiness for teacher leadership. Significant relationships were found between educators’ preliminary leadership and readiness for teacher leadership perceptions, as well as between their readiness for teacher leadership and their perceptions about a healthy school culture for teacher leadership. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes. en
dc.language.iso en en
dc.subject Teacher leadership en
dc.subject Parallel leadership en
dc.subject Language of leadership en
dc.subject Professional development en
dc.subject Healthy school culture en
dc.subject Educators’ assumptions en
dc.subject.lcsh Educational leadership -- South Africa -- Western Cape
dc.subject.lcsh School management and organization -- South Africa -- Western Cape
dc.subject.lcsh Teacher participation in administration -- South Africa -- Western Cape
dc.subject.lcsh Teachers -- South Africa -- Western Cape -- Attitudes
dc.subject.lcsh Teachers -- Professional relationships -- South Africa -- Western Cape
dc.title Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province en
dc.type Thesis en
dc.description.department Educational Studies
dc.description.degree Thesis (D. Ed. Education Management))


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