Examining the impact of distributed leadership practices on learner performance in selected secondary schools in the Zululand district
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Date
2022-12
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University of Zululand
Abstract
This study sought to examine the impact of distributed leadership practices on learner performance in selected secondary schools in the Zululand District. The activity theory was the lens for the study. A qualitative research design underpinned by an interpretive paradigm was used in this study. Purposeful sampling design was used to select sixteen participants, who were secondary school principals. Data were generated by means of semi-structured interviews, and data analysis emerged with themes and sub themes. Data were analysed thematically and using themes and sub-themes. The study found that distributed leadership practices not only motivate teachers, but requires them to recognised their own strengths, and contribute to school leadership by taking on roles that interest them. The study also revealed that some factors promote the enactment of distributed leadership practices, such as enhanced collegiality, trust, joint decision-making, data dialogues, promotion of democracy and distribution of power. This study revealed that school leaders must effectively harness each teacher's talents to address complex challenges that permeate through the school community. The study further revealed that teachers should be given time to take on leadership duties and participate in decision-making. The study recommends teamwork, consultation, capacity development, execution of plans and reflective meetings to be encouraged in schools. It further recommends that principals should support teacher leaders and conduct on-the-job workshops to upskill teachers in their areas of interests. A distributed leadership model of practice was designed with the purpose to be presented during the adoption of the practical distributed leadership process.
Description
A thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Philosophy in the Department of Foundations of Education in the Faculty of Education, University of Zululand, 2022.