Projects

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Transformative Tools from policy and Practice to fuel Ethical Leadership Abilities of School Principals.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Social Justice. Leadership Capabilities for Pre-service Teachers in Contemporary Times: An Education Policy Perspective 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Navigating a path of uncertainty: Profiling novice teachers as adaptive leaders.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Strategic Leadership policy dimensions to optimize justice and equity for children in child-headed households.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Middle Leader's roles in creating Transformative Learning Cultures in Secondary Schools.

Prof E.D De Klerk - Project leader.

darrell.deklerk@nwu.ac.za

Post Doctoral Team/ Members:

Dr Mudadigwa

Year of Registration: 09/2023

Purpose:

The project aims to identify virtues from the Policies for school principals in the first phase. The second phase aims to identify the narratives of the school principals and teachers regarding the school principals’ enactment of transformational ethical leadership. In phase three, we intend to develop a Transformative Ethical Leadership Framework from the policy and practice of the school principals to strengthen their enactment of ethical leadership and to enable them to perform their roles more justly.

Outputs: 

The project is composed of three articles as follows:

  1. Book Chapter – Virtues for school principals to enact ethical leadership. (submitted)
  2. School principals’ and teachers’ narratives: Insights into transformative ethical leadership development for school principals. (Current)
  3. A transformative ethical leadership framework (TELF) to strengthen school principals' roles. (Current)

 

 

 

 

Prof E.D De Klerk - Project leader.

darrell.deklerk@nwu.ac.za

Members:

Dr E. Barnett (University of the Free State)

Year of registration: 02/ 2023

Purpose:

The project aimed to explore social justice leadership (SJL) capabilities for pre-service teachers in contemporary times from an education policy perspective. An emphasis on SJL capabilities can be directive in terms of pre-service teachers’ capacity regarding a leadership style that encourages engagement in school leadership practices.

Outputs

One article has been published (August 2023)

International Journal of Learning, Teaching and Educational Research, 22(8), 23-38

https://doi.org/10.26803/ijlter.22.8.2

 

 

 

 

Prof E.D De Klerk - Project leader.

darrell.deklerk@nwu.ac.za

Members:

Prof. J.M. Palmer (Central University of Technology, Free State, Bloemfontein Campus)

Year of registration: 02/ 2023

Purpose:

Little information about novice teachers’ ability to enact adaptive leadership is available in the public domain. Meirink, Van Der Wanta, Louws, Meijer, Oolbekkink-Marchand, & Schaap (2018) purport that although novice teachers can enact leadership roles, they do, however, need to develop skills and knowledge to optimize their leadership competencies. Therefore, we believe that embarking on this project is crucial because we hope to contribute to the development of dedicated and enthusiastic novice teachers who could apply adaptive leadership to navigate their paths as newly appointed staff members at schools.  

Outputs

  1. Profiling novice teachers as adaptive leaders (Work in progress)                                1.1. Paper presented at the 04th Southeast Asian Conference on Education      (Chaing Mai, Thailand: 15–19 February 2024). An MoU will be signed with Chaing Mai University which wants to use the profiles to train novice teachers in Chian Mai, Thailand.                                                                                                                   1.2. Full paper to be submitted to a DHET-accredited journal in March 2024.
  2. From profiles to praxis: Timeline mapping of novice teachers’ experiences of the enactment of adaptive leadership (Work in progress)

 

 

 

 

Prof E.D De Klerk - Project leader.

darrell.deklerk@nwu.ac.za

Members:

Prof. J.M. Palmer (Central University of Technology, Free State, Bloemfontein Campus)

Dr M.C. Esau (University of the Free State)

Prof. E.I. Smit (North-West University)

Year of registration: 02/ 2023

Purpose:

Dealing with children of CHHs in schools is not an easy task, and this implies that principals need support on how to ensure that children from CHHs are not deprived of educational opportunities – thus enacting social justice to assist such children. Therefore, this conceptual paper aimed to investigate and counter justice and equity violations of learners in CHHs, from the perspective of Social Action Leadership Theory (SALT) with the help of deconstruction of texts in the Children’s Act (2005), Policy on the South African Standard for principals (2015) and Revised White Paper on Families (2018). Our view is that the policies are directive regarding principals’ strategic leadership abilities to optimize justice and equity for children from CHHS. Education policy implementation is not an easy task, yet it can be useful to strengthen principals’ strategic leadership abilities to optimize justice and equity in schools.

Outputs

One article has been published (August 2023)

Research In Educational Policy and Management, 5(2), 75–94.

https://doi.org/10.46303/repam.2023.10

 

 

 

 

Prof E.D De Klerk - Project leader.

darrell.deklerk@nwu.ac.za

Members:

Prof. J.M. Palmer (Central University of Technology, Free State, Bloemfontein Campus)

Prof. A. Harris (Cardiff Metropolitan University)

Year of registration: 06/ 2023

Purpose:

Considering that more research needs to be done on MLs roles (Ainsworth et al., 2022; Kavanagh et al., 2021; Harris & Jones, 2017), this research project aims to search for an innovative and more contemporary conceptualization of the role of middle leaders in creating transformative learning cultures in secondary schools. To achieve the indicated aim, the researchers will embark on a research journey to find policy perspectives on the enactment of middle leadership, building the capacity of MLs employing an on-the-job training programme, having interviews with MLs regarding the transformation of learning cultures in schools, and proposing a sustainable coaching framework to maximize their leadership potential in secondary schools.  

Outputs

The project is currently under revision to submit it as an NRF Project

  • Phase 1: Conceptual papers: How can education policy contribute to the enactment of the role of middle leaders in secondary schools?
  • Paper 1: Wales education policies and middle leadership
  • Paper 2: South African education policies and middle leadership
  • Paper 3: Transformative philosophical policy perspectives of middle leadership
  • Phase 2: Empirical papers: How can middle leaders prioritize and influence learner engagement in transforming learning cultures in secondary schools?  
  • Paper 4: Qualitative study with interviews with 30 Wales secondary school MLs
  • Paper 5: Qualitative study with interviews with 30 Bloemfontein secondary school MLs
  • Paper 6: Qualitative study with interviews with 30 Mahikeng secondary school MLs
  • Phase 3: Conceptual paper: How can a sustainable coaching framework be developed to support middle leaders to maximize their leadership responsibility in secondary schools?

Paper 7: Sustainable coaching framework for MLs

Unveiling the Unexplored: Emotional Intelligence as Human Capital Component in School Leadership.

Prof M Matashu - Project leader.

martha.matashu@nwu.ac.za  

Post Doctoral Team/ Members:

Dr OB Sasere

Year of Registration: 2023

Purpose:

The purpose of this project is to explore the role of emotional intelligence as a crucial component of human capital in school leadership. It seeks to uncover the nuances of emotional intelligence within the context of school leadership and its impact on leadership effectiveness, organisational climate, and student outcomes. The study aims to fill the gap in the existing literature by providing insights into the significance of emotional intelligence in educational leadership.

Outputs: 

One conceptual paper title:

Unveiling the Unexplored: Emotional Intelligence as a Human Capital Component in School Leadership (Under Review in a DHET Accredited journal)

One conference proceeding:

Conceptual Framework Emotional Intelligence as a Human Capital Component in School Leadership (Ongoing)

Understanding teacher leadership in a Southern African context: A cross cultural study (Part of the International Study of Teacher Leadership).

Prof CP Van Der Vyver - Project leader. 

cp.vandervyver@nwu.ac.za 

Year of registration: 2018

Members:

Prof M Fuller, Dr J Khumalo

Purpose:

The purpose of the project is to determine how teacher leadership conceptualized and enacted, and what the implications are for educational stakeholders.

Research objectives:

To determine how school-based educators conceptualize teacher leadership.

To determine how systems leaders (Departmental officials) conceptualize teacher leadership.

To identify how teacher leadership is enacted.

To determine the preparedness of classroom teachers to serve as teacher leaders.

To identify possible strategies that can be utilized in the professional development of teacher leaders.

Outputs:

Publications:

Peer reviewed articles:

VAN DER VYVER, C.P., VAN NIEKERK, M.P. & KHUMALO, J.B. 2021. Teacher leadership in the South African context: Areas, attributes and cultural responsiveness.  Research in Educational Administration & Leadership (REAL). 6(1):127-162. https://doi.org/10.30828/real/2021.1.5

Peer reviewed book chapters:

VAN DER VYVER, C.P., FULLER, M.P., & KHUMALO, J.B. 2023. Teacher leadership in South Africa: The power of influence in restoring social justice. In C.F. Webber (Ed.), Teacher leadership in international contexts. Springer. In C.F. Webber (Ed.), Teacher leadership in international contexts. p. 197-226. Springer. ISBN: 978-3-031-25763-6

WEBBER, C.F., CONWAY, J.M., & VAN DER VYVER, C.P. 2023. International study of teacher leadership: A rationale and theoretical framework. In C.F. Webber (Ed.), Teacher leadership in international contexts. pp. 27-50 Springer. ISBN: 978-3-031-25763-6

Conference proceedings:

Van der Vyver, C.P & Van Niekerk, M.P. 2019. Teacher Leadership in South Africa: Understanding the Concept and Examining Its Potential Value for the Educational Context. Paper presented at the 14th International Congress on Educational administration, 2-4 May 2019, Çeşme, Izmir, Turkey. http://eyk14.eyedder.org.tr/en/general-information/proceedings/

Postgraduate students:

Completed:

Med:

School Management Team strategies for the enactment of teacher leadership in secondary schools

Value-based leadership to enhance the enactment of teacher leadership in secondary schools.

School management team guidelines for an induction programme for novice teachers to enact teacher leadership in secondary schools.

The preparation of teachers to serve as teacher leaders in selected primary schools in Gauteng.

Current:

Med:

Teachers’ conceptualization of teacher leadership in selected secondary schools in Gauteng

The role of the school principal in supporting teacher leadership in township primary schools

Change management practices to enhance the enactment of teacher leadership in secondary schools.

School management teams’ development of teacher leadership attributes in secondary schools

Transformative leadership in creating communities of practice to develop teacher leadership in secondary schools (

School management team support of teacher leadership to strengthen a culture of teaching and learning in secondary schools.

PhD:

A professional development framework for the enhancement of teacher leadership in Namibia

Principal leadership framework to establish a culture for the enactment of teacher leadership.

Turnaround strategies at poor-performing secondary schools: Lessons from success cases in historically disadvantaged areas.

Prof Ike Xaba - Project leader.

ike.xaba@nwu.ac.za

Members:

Dr Velaphi Aaron Nhlapo

Purpose:

The purpose of this research project is to identify and explore turnaround strategies used at historically disadvantaged poor-performing secondary schools. The thrust of this study will be on identifying and gaining in-depth insight into and understanding the strategies relating to leadership (and will later be expanded to include governance, school physical and psychosocial safety and security environments, and parental-community involvement) that were effective in the turnaround of poor-performing secondary schools.

Promotion of Healthy School Environments (PHSE) in South Africa.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The impact of Organisational Development (OD) and Change Management (CM) on the Promotion of Healthy Physical School Environments.

Prof Siphokazi Kwatubana - Project leader.

sipho.kwatubana@nwu.ac.za

Year of Registration: 2017

Members:

Dr Mark Bosch (NWU Vaal), Dr L Sibanda (NUST, Zimbabwe), Dr M Mpofu (NUST, Zimbabwe)

Promoted Students:

Nomsa Moteete (MEd) graduated 2019, Melody Mtimkulu (PhD) in process, and Kenneth Mabunda (PhD) in process

Purpose:

This is an exploratory study that intends to understand how Healthy School Environments can be enhanced using an Organisational Development approach. The goals of the project include:

  • Identifying the challenges and opportunities in the initiatives of the school managers to promote healthy environments;

  • Engaging school managers, teachers, community members and government department representatives and district officials in a visioning process that will encourage their participation in, understanding of, and contribution to future goals to improve the PHSE; and

  • Empowering school managers to sustain improved school environments.

Project outputs:

Journal article/s:

Siphokazi Kwatubana 2017. The principals’ role in developing social capital for the promotion of healthy school environments. International Journal of Social Sciences and Humanity Studies, 9(2): 109-125.

Siphokazi Kwatubana 2018. Challenges in harmonizing efforts of educators and nurses in health promotion in public schools. Africa Education Review, 15(1): 108-122


Siphokazi Kwatubana. 2019. Key characteristics of headteachers for making a school a health-promoting one. Education and Health, 37(3): 71-78.


Siphokazi Kwatubana; Velaphi Nhlapo and Nomsa Moteetee 2021. The role of principals in schoolhealth promotion in South Africa: a qualitative study. Health Education, Published on line  https://doi.org/10.1108/HE-08-2020-0078

Published Peer reviewed Conference Proceedings:

Siphokazi Kwatubana 2018. School managers’ capacity needs for leading collaborative implementation of health policies in 4 selected Gauteng Province schools. Paper presented in International Conference on Social Sciences (NWU), 28-31 August 2018, in George, Western Cape South Africa. ISBN 987-1-86822-688-7. Available: www.icssconference.net.

 

Prof Siphokazi Kwatubana - Project leader.

sipho.kwatubana@nwu.ac.za

Year of Registration: 2018

Members:

Dr V Nhlapo

Ethics Number: NWU-00354-18-S2

Project Outputs:

Article/s:

Siphokazi Kwatubana (under review) Health-promoting leadership in education: relevance for teachers in township schools. SAJE.

Siphokazi Kwatubana, and Velaphi Nhlapo 2020. Headteachers' most important task: changing mental models of teachers for effective health promotion initiatives. Education and Health, 38(1): 8-15.

Chapter in academic book/s:

Siphokazi Kwatubana 2020. Chapter 4- School health promotion coordinators’ perception of caring leadership provision by principals. In Wolhuter C (ed) Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring. AOSIS Pty limited, pp. 67-94.

The influence of school principal leadership styles, school governance structures, moral leadership and contextual determinants on a positive school climate.

Prof Leentjie van Jaarsveld - Project leader.

leentjie.vanjaarsveld@nwu.ac.za

Year of registration: 2017

Members:

Prof C Wolhuter, Dr B Challens, Dr D Vos

Purpose:

The purpose of the project is to determine to which extent the social interdependence theory can contribute to improved interaction with the most appropriate leadership styles, moral leadership, the role of school management structures and contextual determinants in the establishment of the conducive school climate.

Goals:

  • To explore the most appropriate leadership style for principals to establish a positive school climate;

  • To determine the role of the local school governance structures in the establishment of a positive school climate;

  • To determine the role of the school leaders in the promotion of acceptable moral conduct of learners; 

  • To determine which contextual determinants play a role in the establishment of a positive school climate

 

Projects

  1. 2017 (COMPLETED)

Die invloed van skoolhoofleierskapstyl, skoolbeheerstrukture, morele leierskap en kontekstuele determinante op ‘n positiewe skoolklimaat. /  The influence of principal leadership style, school governance structures, moral leadership and contextual determinants on a positive school climate (Phase 1)

  1. 2018 (COMPLETED)

Die invloed van skoolhoofleierskapstyl, skoolbeheerstrukture, morele leierskap en kontekstuele determinante op ‘n positiewe skoolklimaat. / The influence of principal leadership style, school governance structures, moral leadership and contextual determinants on a positive school climate (Phase 2)

  1. 2018 (COMPLETED)

Megaboere en skoolhoofde van suksesvolle skole: ʼn vergelyking en evaluering van leierskap in twee diverse kontekste. / Mega farmers and principals of successful schools: ʼn Comparison and evaluation of leadership in two diverse contexts.

  1. 2018 (COMPLETED)

Perceptions of exceptional female secondary school leaders in South African and Canada. (In collaboration with Canada).

  1. 2019 (COMPLETED)

School organisation: a success story of a secondary school in Mpumalanga.

  1. 2019 (COMPLETED)

School principal leadership in special education: experiences of five principals in the Gauteng province.

  1. 2019 (COMPLETED)

Principals of remote schools: Perceptions of their leadership and management roles.

  1. 2021 (COMPLETED)

New generation teachers: How school principals lead and manage these teachers in South Africa

  1. 2022 (CURRENT)

The influence of the pandemic on the affective state of school principals and teachers: An international comparative study

  1. 2022 (CURRENT)

Reluctance of school leaders, teachers and student teachers to participate in research projects

Understanding leadership for and during school change and development in challenging formerly deprived South African context.

Prof Jan Heystek - Project leader

jan.heystek@nwu.ac.za.

(NRF funded)

Duration: 2017 till 2019

Members:

Prof T Steyn (Unisa), Prof R Mestry (UJ), Prof V Chikok (UKZN), Dr TT Bengu (UKZN), Prof A Makura (CUT), Dr J Palmer (UFS), Dr M van Niekierk (NWU)

Purpose:

  • To develop a deeper understanding of the ability of school leaders to change academically underperforming schools into performing schools in diverse and deprived school communities.
  • To determine the factors and reasons why school leaders are not able to change academically underperforming schools into performing schools in diverse and deprived school communities.  

The official project has been completed with publications from the project:

Steyn G M and Heystek 2018 J Kan die leierskorps van ’n onderpresterende Suid-Afrikaanse primêre skool ten spyte van ’n uitdagende skoolkonteks die skip van rigting laat verander? ’n Gevallestudie. (Can the leadership in a once underperforming South African primary school within a challenging school context manage to turn the school around? A case study.)  Tydskrif vir Geesteswetenskappe (Journal of Humanities), Jaargang 58(2) :doi.10.17159/2224-7912/2018/v58n2a10

Heystek J 2022. Leadership in the eye of the beholder stakeholder’s perspectives on principals as leaders improving schools in challenging contexts in South Africa. School Leadership & Management. 22(2): 126-150. https://www.tandfonline.com/action/showCitFormats?doi=10.1080/13632434.2021.2016684

The official project has been completed but the theme and issue of school improvement are continuing with master and doctoral students conducting their research as well as a further project linked to the Advanced Diploma in education management and leadership.

The Advanced Diploma (AD) in education management and leadership: School improvement and change led to an official tertiary qualification.

Duration:

Started 2021 and is continuing in 2023.

Members:

Prof J Heystek, Dr M Fuller, Dr T Tapala

Purpose:

  • To determine the link between teaching and learning in an official academic program at the University and the possible changes and improvement at the schools of the students.
  • To determine the changes and improvement implemented by the students by the completion of the two-year programme.

The research includes a quantitative process with the questionnaire for a specific cohort. The questionnaire was completed by the students at the first contact session at the beginning of the two-year programme. This is followed up by a qualitative interview process at the end of the second year of their official qualification. The interviews is focusing on the changes which have been implemented based on what the student indicated in the questionnaire what they plan to change.

This process is continuing with every new cohort. The third cohort started in 2023. This project is now also joined by the University of Cape Town and Stellenbosch University.

  

International Study of Teacher Leadership (2019-2021).

 

mru.ca/istl

Prof C Webber (Canada) - Project leader. 

cfwebber@mtroyal.ca

Members:

Dr CP van der Vyver, Dr Molly Fuller and Dr Jan Khumalo.

Purpose

This study seeks to contribute to the wider understanding of teacher leadership and of how professional development and university programs might contribute to teacher leadership knowledge and skills development.

Outputs:

Journal Article/s:

Van der Vyver, C.P., Fuller, M.P. & Khumalo, J.B. 2021. Teacher leadership in the South African Context: Areas, Attributes and Cultural responsiveness. Research in Educational Administration and Leadership, 6(1):128-162

Conference presentation/proceedings:

Van der Vyver, C.P & Van Niekerk, M.P. 2019. Teacher Leadership In South Africa: Understanding the Concept and Examining Its Potential Value For the Educational Context. Paper presented at the 14th International Congress on Educational administration, 2-4 May 2019, Çeşme, Izmir, Turkey.

Van Niekerk, M.P & Van der Vyver, C.P. 2019. A rationale for teacher leadership research in South Africa. International Research conference. Developing Educators for Leadership in schools. July 18-20, Calgary, Canada.

Van der Vyver C.P & Van Niekerk, M.P. 2020. Teacher Leadership: A Document Analysis from South Africa. Learning walkthrough poster presentation at ICSEI, 33rd International Congress for School Effectiveness and Improvement. Marrakech, Morokko. 6-10 January 2020.