The efficacy of effective teamwork model in education leadership: a case of rural secondary schools in Kwazulu Natal province

Abstract

This study was entitled: “The Efficacy of Effective Teamwork Model in Education Leadership: A Case Study of Rural Secondary Schools in Kwazulu- Natal Province”. Leadership styles and teamwork the 21st century due to global changes warrant a shift toward a reformation. This study aimed to investigate how school leadership has been effective in achieving educational goals for quality teaching and learning in rural secondary schools in the KwaZulu-Natal province. The study sought to explore how the most suitable leadership style of the principal could be used in team building and teamwork in achieving educational goals in KwaZulu Natal. The literature study explores existing theories, policies, programmes, management, and leadership styles of principals vis-à-vis teamwork and team building in consummating quality teaching and learning. The theoretical frameworks that informed this study were the 10 emerging leadership styles. These frameworks emerging from the review of literature, provided an expressive perspective for the interpretation of data and recommendations in the final chapter of the study. The study utilised a qualitative methodology approach with a case study shrouded in phenomenological research design. This was deemed appropriate as data was collected through the medium of semi-structured individual interviews and observation with 24 participants and data was analysed using content analysis. The findings that were revealed were interpreted and discussed considering the literature reviewed and existing analogous fields of study. The study found that teamwork policy only exists in rural secondary schools by inference and practice as educators and principals make utilisation of other departmental policy documents that make a mere mention of teamwork. The study recommends that comprehensive knowledge concerning the phenomenon of teamwork and leadership styles of the principal should be compiled into a national policy and practice, which should be considered vital for all secondary schools with greater emphasis on rural secondary schools in South Africa.