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Leadership and Context for the Improvement of Quality Education in Socio-Deprived School Contexts
- Source :
-
South African Journal of Education . 2024 44(2). - Publication Year :
- 2024
-
Abstract
- In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores -- sorted from the highest, which means the most important factor, to the lowest -- are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.
Details
- Language :
- English
- ISSN :
- 0256-0100 and 2076-3433
- Volume :
- 44
- Issue :
- 2
- Database :
- ERIC
- Journal :
- South African Journal of Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1430178
- Document Type :
- Journal Articles<br />Reports - Research