Elaine Browne.pdf - Nelson Mandela Metropolitan University

(Lack of) leadership to facilitate change
The reality of school diversity in South Africa does not only apply to socio‐economic and
functionality disparities. It also relates to schools where teachers are not supported by the
school’s management and leadership teams (SMTs). Bloch (2009, 90) regards the teachers’
support structures as a matter of concern, arguing that many schools are not properly
managed. Christie et al. (2007, 25) agree that effective teaching and learning is dependent upon
a variety of internal relationships in schools. Successful change in the school cannot “simply be
mandated”. Christie et al. (2007, 105), in their research, identified key characteristics of South
Africa’s functional schools (‘schools that work’):
The teachers’ practice was ‘de‐privatised’. This means that their classroom doors were
open to the school management, to outsiders, and in many cases to other teachers.
The teachers shared professional expertise within the school, and across schools, where
they both gave and accepted professional assistance.
The teachers worked collaboratively, though in different ways in each school, to set
curriculum goals and monitor student achievement.
Systems of induction and mentoring were present in many of the schools.
The teachers assumed responsibility for their role in student performance.
In many cases, they extended their care for learners to the provision of food and clothes
for orphans and vulnerable children, or those who live in poverty.
Beyond any call of duty, these teachers took professional pride in the achievements of
their learners, their school, and themselves.
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