The study is an important effort to set guidelines for future policies in delineating the precise roles and responsibilities of maintenance substitution therapy, particularly in relation to enhanced TL enforcement. The researcher used the findings of the exploratory study to develop a schematic representation of maintenance substitution treatment strategies for improved TL enforcement.
Introduction
This chapter also sheds light on research questions and objectives, conceptual clarification, as well as the theoretical framework that forms the backbone of the research. The research design and methodology that have guided the research are briefly explained, and then an overview of credibility, ethical considerations and the role of the researcher is given.
Problem statement and rationale
One of the essential roles and responsibilities of the SMT should be to use PD as a strategy to promote the adoption of TL. Further research was needed to ensure that the roles and responsibilities of the SMT were identified, as well as strategies that could be implemented to improve the adoption of TL in secondary schools.
Research questions
Main research question
With little known about the roles and responsibilities and effectiveness of SMTs in South African schools, Bush and Glover Cranston and Ehrich as well as Grant call for continued research into the roles and responsibilities of SMTs in the enactment of TL in emerging democracies become . The significance of the study was anchored in the fact that the established strategies could be used to direct education policies to provide clear guidance on the roles and responsibilities of the SBS in relation to the implementation of TL.
Sub research questions
Purpose and objectives of research
Purpose
Objectives
Concept clarification and theoretical framework
Concept clarification
For the purpose of this study, the SBS consisted of the principal, deputy principal(s), the DHs and post-level one teacher leaders who were co-opted to serve on the SBS. The Cambridge dictionary defines enactment as "the act of bringing something into action" (Cambridge, Inc., 2021).
Theoretical framework
SET applies to work relationships between individuals and is anchored in the assumption that an individual's behavior is influenced by the expectation of receiving benefits in return (Blau, 1964, cited in Cropanzano & Mitchell, 2005:874). According to SET, the quality of working relationships is justified by certain social reactions due to the actions and actions of colleagues and participants in the workplace (Redmond, 2015:2).
Research design and methodology
Research design
This qualitative phenomenological study was supported by an interpretive research paradigm, where the interpretive researcher intended to explore the understanding, expectations and needs of maintenance learners and teachers (as participants) regarding the implementation of TL (Cohen et al., 2018:5; Maree, 2020: 36; Nieuwenhuis, 2020a:67; Cohen et al., 2018:20). These understandings, expectations and needs, the interpretive researcher (Grosser et al. Nieuwenhuis, 2020a:67; Cohen et al.) tried to answer the research questions and build a common meaning and understanding of the research problem.
Research methodology
Non-probability purposive sampling was undertaken with the specific purpose in mind to best understand how substitution treatment maintainers understand their roles and responsibilities in implementing teacher knowledge and the expectations and needs of primary teachers in relation to the support provided by established substitution treatment. in the implementation of TL (Cohen et al Maree & Pietersen Nieuwenhuis, 2020b:93). Participants were selected based on their willingness to participate and their years of experience to ensure that the selected participants gained a sufficient understanding of the needs and expectations of implementing TL.
Trustworthiness
The four steps followed during content data analysis were preparation, coding, categorization and interpretation of the transcribed text (Nieuwenhuis, 2020c:134). In order for research findings to be transferable, the research had to be trustworthy.
Ethical considerations
Role of the researcher
Contribution of the study
Chapter division
This chapter explained the research paradigm, design and methodology, procedures followed to improve reliability, ethical considerations undertaken and a statement of the role of the researcher. This chapter outlined an overview of the entire research process and was intended to provide a summary of the key findings, interpretations, suggested strategies and recommendations for the improved implementation of TL in secondary schools.
Summary
Introduction
Participation in school leadership issues opens opportunities for TL adoption beyond the classroom for all teachers occupying formal and informal TL positions, whether as SMT members or not. Although TL can have a positive impact on education and should be implemented in SBM, the adoption of TL is not progressing as expected.
School Management Teams
- School Management Teams in an international context
- School Management Teams in South Africa
- Roles and responsibilities of School Management Teams
- School Management Teams and change
- Barriers and enablers that affect the performance of School Management
- Importance of the School Management Team in enhancing the enactment
- The Social Exchange Theory
A final barrier to the performance of SMT regarding the adoption of TL that should be mentioned is limited resources. Delegating management responsibilities to members of the SMT (by the principal) as well as to non-members of the SMT (by the SMT), empowers teachers and allows them to develop their strengths and minimize weaknesses through the adoption of TL (Van der Mescht & Tyala, 2008:230).
Teacher leadership
- Teacher leadership in an international context
- Teacher leadership in the South African context
- Dimensions, assumptions, and aspects of teacher leadership
- Distributed teacher leadership
- Teachers as leaders in secondary schools
- Significance of teacher leadership
Another factor that could limit the enactment of TL in South African schools is highlighted by Van der Vyver et al. The enactment of TL through distributed TL and participatory and collaborative decision-making processes has its significance in that it is.
Professional development
- Nature of professional development
- Structure of current professional development practices and -programmes
- Structure of current professional development practices and programmes in
- Significance of professional development
- Limitations of professional development
- Features of effective professional development
Limitations of PD practice appeared to include limited time for PD, as well as the high cost of quality PD programs. The importance of PD emphasized the importance of PD practices for the improved implementation of TL.
Summary
The development of effective strategies used by SMTs to improve TL adoption therefore implies effective PD activities, which are planned, developed in accordance with the specific needs and context of both the individual and the school, continuously, including and ingrained in the job. The significance of PD is embedded in the effective management of the school, resulting in overall school improvement, with the vision of creating a school culture for collaborative learning (Msila through the development and growth of all teachers, and the implementation of TL (§ 2.4 .4).
- Introduction
- Research paradigm
- Research design
- Research method
- Population and sampling strategy
- Data collection
- Data analysis
- Trustworthiness
- Credibility
- Transferability
- Dependability
- Confirmability
- Ethical considerations
- Role of the researcher
- Summary
The researcher provided a detailed description of the study location, participants and study design (Nieuwenhuis, 2020c:145) to ensure reliable research. Measures that would increase reliability, ethical considerations and the role of the researcher were described.
Introduction
Data analysis
- Method of data analysis
- Discussion of results
The six TL roles cover developing teaching and leadership skills, collaborating with colleagues and students outside the classroom, “leading on-the-job learning and helping other teachers,” “evaluating teacher performance,” managing and leading peers and colleagues, and participating in “school-wide decision-making.” (Grant, 2008:93; Grant, 2019:43). The second research sub-question and objective (§ 1.3.2 and 1.4.2) sought to establish an understanding of the roles and responsibilities of maintenance substitution therapy in the implementation of TL.
Themes regarding the nature, structure, and significance of teacher
- The nature and structure of teacher leadership
- The significance of teacher leadership
The second code identified by the participants regarding the characteristics of TL is advocacy and responsiveness (table 4.1, code 1.3.2). The seventh and last code identified by the participants as a characteristic of TL is reflection (table 4.1, code 1.3.7).
Themes regarding the roles and responsibilities of the School Management
- The roles of the School Management Team
- The responsibilities of the School Management Team
The first code identified in relation to the leadership role of the SMT focused on the overall management of the school (table 4.2, code 1.1.1). The first code identified in relation to the TL role of the SMT focused on the adoption of the TL taking the lead (table 4.2, code 1.2.1).
Themes regarding the expectations and needs of teachers in relation to
- The expectations of teachers
- The needs of teachers
The mentioned expectations of the teachers for the adoption of the TL successively led to the needs of the teachers in relation to the support provided by the SMT for the adoption of the TL. The first code identified regarding teachers' needs regarding support mechanisms for introducing TL was sufficient time (Table 4.3, code 2.2.1).
Themes regarding the professional development practices that could be
- The concept of professional development
- Professional development practices
The second code identified in relation to the nature of DP practices is the possibilities for adopting TL (table 4.4, code 1.1.2). The third code that emerged during the content analysis regarding the features of effective PD to improve the implementation of TL is that PD practices should be included in the work (table 4.4, code 2.2.3).
Data obtained from the field notes
Consistent with the literature, participant responses revealed that the characteristics of effective PD practices are context-sensitive, planned, embedded, inclusive, and continuous (§ 2.4.6). Participants further revealed that PD practices need to continue continuously to effectively support teachers in developing and improving TL implementation.
Summary
Introduction
Synoptic overview of the research
In chapter three, the researcher unfolded the chosen research design and methodology. This was followed by revealing the limitations of the research (§ 5.6) and a personal reflection on the research trajectory (§ 5.7).
Synopsis of key findings
- Understand and explain the nature, structure and significance of teacher
- Determine the School Management Teams’ understanding of their roles
- Describe the expectations and needs of teachers in relation to support
- Explore and determine what professional development practices can be
Participants further recognized the enactment of TL outside the classroom (zone two), while leading, supporting,. However, many participants revealed the third responsibility of SMTs: to improve the implementation of TL through creation.
School Management Teams strategies for the enactment of teacher
Participants further mentioned that PD practices must be properly planned, with the aim of meeting teachers, as well as the school's needs. Opportunities for the enactment of TL must be created and teachers must be motivated to accept TL responsibilities outside the classroom in zones two, three and four.
Recommendations
- National level
- Provincial level
- District level
- School level
At the county level, the researcher recommends that DBE officials diligently adhere to and prioritize recommendations and policies related to SMT roles and responsibilities, especially with regard to the adoption of TL. It is recommended that DBE county officials assemble an education committee that focuses on the implementation of policies and guidelines, as well as awareness campaigns to intentionally improve the adoption of TL in high schools in their respective counties.
Limitations of this study
- Theoretical limitations
- Executive limitations
It is expected that the findings of the study will differ in other circuits and districts with a different demographic and socio-economic composition. Nevertheless, based on the findings of the study, the research could contribute by creating an understanding of the nature, structure and significance of TL and the strategies needed to promote the adoption of TL in secondary schools.
Personal reflections on my research journey
The knowledge built from these findings is transferable and could be used in similar situations to improve TL implementation and, consequently, overall school performance. More than three years of involvement in research on the topic of TL during the researcher's BEdHonours- and MEd studies brought certain personal experiences.
Proposed future research
The results of future research could then be used to expand the current unclear and ambiguous understanding of the nature, structure and meaning of TL, as well as the roles and responsibilities of SMTs regarding the improved implementation of TL. It is also suggested that future research involves a quantitative research method, possibly through the mixed research method, in an attempt to expand the study's sample size and include the collection of quantitative data.
Conclusion
Develop strategies that School Management Teams can implement that would improve the implementation of teacher leadership in secondary schools. To determine the School Leadership Team's understanding of their roles and responsibilities for implementing teacher leadership.
Language Editing
