Moorosi, Pontso and Bantwini, Bongani D. (2016) School district leadership styles and school improvement : evidence from selected school principals in the Eastern Cape Province. South African Journal of Education, 36 (4). 1341. doi:10.15700/saje.v36n4a1341 ISSN 0256-0100.

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Abstract

The purpose of this study was to investigate how leadership styles in the Eastern Cape school districts support school improvement. Mixed methods research was employed and data was collected through the use of questionnaires and semi-structured interviews with school principals in various districts. The study was guided by the following questions: (1) what are the most common leadership styles among the school district officials in the province; and (2) how do the prevailing leadership style/s appear to support or hinder change and school improvement in the district? The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) for statistical analysis, while qualitative data analysis followed the iterative approach as suggested by Miles and Huberman (1994). Findings revealed prevalence of more authoritarian top-down leadership styles, which tend to have negative effects on school improvement. The paper ends with recommendations for more empirical work that would uncover district leadership approaches that influence the success of the districts and support school improvement.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH):	Leadership -- Education (Secondary) -- Eastern Cape (South Africa), School districts, Educational change
Journal or Publication Title:	South African Journal of Education
Publisher:	Foundation for Education Science and Technology
ISSN:	0256-0100
Official Date:	2016
Dates:	Date Event 2016 UNSPECIFIED
Volume:	36
Number:	4
Article Number:	1341
DOI:	10.15700/saje.v36n4a1341
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access (Creative Commons)
Date of first compliant deposit:	27 June 2017
Date of first compliant Open Access:	27 June 2017

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