This study explores a professional development strategy to develop school principal resilience as a necessary leadership quality in the 21st-century educational environment. The sample will consist of five school principals in the Tinara Circuit who participated in a mentoring programme initiated by the Department of Basic Education. Participants will be selected based on how informative they are in the field of resilience and resilience leadership practices. The participants will include principals from the Tinara Circuit who have been in the office between three and five years since their appointment to the principalship. The aforementioned schools were part of the cohort that did not meet the 60% benchmark set by The Department of Basic Education for passing matric examinations. The selected schools have been the worst performers in the Tinara Circuit. This study aims to increase the depth of knowledge of how leadership practices foster resilience, how principals understand resilience, and what practices can be used to foster resilience. It is significant as no reported study has identified the relationships between principals' leadership practices and resilience, and whether resilient leadership practices can be developed or enhanced. This research study hopes to contribute to understanding and recognising school leadership challenges and, more importantly, strategies to manage them in the form of resiliency development. Secondly, an understanding of leadership practice within the same environment may serve as motivation to leaders in underperforming schools to replicate the leadership practices of these resilient school principals, which could be used to improve their outcomes in their schools, thereby contributing to the development and growth of their institutions. To date, no reported study has identified the relationships between principals' leadership practices and resilience, and whether resilient leadership practices can be developed or enhanced.
Hierdie studie ondersoek 'n professionele ontwikkelingstrategie om skoolhoofveerkragtigheid as 'n noodsaaklike leierskapskwaliteit in die 21ste-eeuse opvoedkundige omgewing te ontwikkel. Die steekproef sal bestaan uit vyf skoolhoofde in die Tinara-kring wat deelgeneem het aan 'n mentorskapprogram wat deur die Departement van Basiese Onderwys geïnisieer is. Deelnemers sal gekies word op grond van hoe insiggewend hulle is op die gebied van veerkragtigheids- en veerkragtigheidsleierskappraktyke. Die deelnemers sal skoolhoofde van die Tinara-kring insluit wat tussen drie en vyf jaar sedert hul aanstelling in die hoofskap in die kantoor is. Bogenoemde skole was deel van die groep wat wel nie voldoen het aan die 60%-maatstaf wat deur die departement van basiese onderwys gestel is vir die slaag van matriekeksamen nie. Die gekose skole was die swakste presteerders in die Tinara-kring. Hierdie studie het ten doel om die diepte van kennis te verhoog van hoe leierskapspraktyke veerkragtigheid bevorder, hoe skoolhoofde veerkragtigheid verstaan en watter praktyke gebruik kan word om veerkragtigheid te bevorder. Dit is betekenisvol aangesien geen gerapporteerde studie die verwantskappe tussen skoolhoofde se leierskapspraktyke en veerkragtigheid geïdentifiseer het nie, en of veerkragtige leierskapspraktyke ontwikkel of verbeter kan word. Hierdie navorsingstudie hoop om by te dra tot die begrip en erkenning van skoolleierskapuitdagings en, nog belangriker, strategieë om dit in die vorm van veerkragtigheidsontwikkeling te bestuur. Tweedens kan 'n begrip van leierskapspraktyk binne dieselfde omgewing as motivering vir leiers in onderpresterende skole dien om die leierskapspraktyke van hierdie veerkragtige skoolhoofde te herhaal, wat gebruik kan word om hul uitkomste in hul skole te verbeter en sodoende tot die ontwikkeling en groei van hul instellings by te dra. Tot op hede het geen gerapporteerde studie die verwantskappe tussen skoolhoofde se leierskapspraktyke en veerkragtigheid geïdentifiseer nie, en of veerkragtige leierskapspraktyke ontwikkel of verbeter kan word nie.
Olu phononongo luphonononga isicwangciso sophuhliso lobuchwephesha ukuphuhlisa ukomelela kwenqununu yesikolo njengomgangatho wobunkokeli oyimfuneko kwimeko yemfundo yenkulungwane yama-21. Isampula iya kubandakanya iinqununu zezikolo ezintlanu kwiSekethe yaseTinara ezithathe inxaxheba kwiprogram yokucebisa eyaqalwa liSebe leMfundo esiSiseko. Abathathi-nxaxheba baya kukhethwa ngokusekelwe kwindlela abanolwazi ngayo kwintsimi yokuqina kunye nobunkokeli obuqinileyo. Abathathi-nxaxheba baya kubandakanya iinqununu zeSekethe yaseTinara ebezise-ofisini phakathi kweminyaka emithathu ukuya kwemihlanu ukususela ekuqeshweni kwazo kubunqununu. Ezi zikolo zikhankanywe apha ngasentla beziyinxalenye yeqela elingazange liwufezekise umyinge wama-60% omiselwe liSebe leMfundo esiSiseko lokuphumelela iimviwo zematriki. Izikolo ezikhethiweyo zibe zezona ziqhuba kakubi kwiSekethe yaseTinara. Olu phononongo lujolise ekwandiseni ubunzulu bolwazi malunga nendlela ubunkokeli obuqhuba ngayo ukukhuthaza ukomelela, indlela iinqununu eziqonda ngayo ukomelela, kwaye zeziphi izenzo ezinokusetyenziswa ukukhuthaza ukomelela. Kuyaphawuleka njengoko kungekho phando luchaziweyo luchonge ubudlelwane phakathi kweendlela zobunkokeli zeenqununu kunye nokomelela, nokuba ngaba izenzo zobunkokeli ezinokuqina zingaphuhliswa okanye ziphuculwe. Olu phononongo lophando lunethemba lokuba negalelo ekuqondeni nasekuqapheleni imingeni yobunkokeli ezikolweni kwaye, okona kubaluleke kakhulu, izicwangciso zokulawula ngendlela yophuhliso lokuqina. Okwesibini, ukuqonda inkqubo yobunkokeli kwindawo efanayo kunokukhuthaza iinkokeli kwizikolo ezingaqhubi kakuhle ukuba ziphindaphinde iindlela zobunkokeli zezi nqununu zezikolo ziyakwazi ukunyamezela, nezinokuthi zisetyenziswe ukuphucula iziphumo zazo kwizikolo zazo, ngaloo ndlela zibe negalelo kuphuhliso nokukhula. yamaziko abo. Ukuza kuthi ga ngoku, akukho sifundo sichaziweyo esichonge ubudlelwane phakathi kweendlela zobunkokeli zeenqununu kunye nokomelela, nokuba ngaba izenzo zobunkokeli ezinokuqina zingaphuhliswa okanye ziphuculwe
