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Ponte Academic Journal
Jul 2022, Volume 78, Issue 7

SCHOOL PRINCIPALS’ PERSPECTIVES OF STRENGTHENING TRANSFORMATIONAL LEADERSHIP IN SCHOOLS IN QUEENSTOWN, SOUTH AFRICA

Author(s): Owen Madalambana ,Mabandla Nonyashe, Dudu Christabel Mantlana

J. Ponte - Jul 2022 - Volume 78 - Issue 7
doi: 10.21506/j.ponte.2022.7.9



Abstract:
This paper explored the school principals’ perspectives of strengthening transformational leadership in schools in Queenstown, South Africa. Transformational leadership theory was used to ground the paper. A qualitative approach and case study research design were used. Eight secondary schools were conveniently selected and from each school, a principal was purposefully sampled. Data were collected using semi-structured interviews. The data collected were analysed using content analysis and were presented in themes. The following are the main findings: The point of departure is that the principal and the stakeholders need to execute change in tandem with committed members thorough openness and transparency about changes to be effected. To bring change for the better in the practices of the organisation under the guidance of the principal needs consideration of organisational structures, academic programme, teaching methods and relationships among others. The principal with all the relevant stakeholders needs to adhere to distribution of leadership and enhancement of collaborative culture. This is achieved by creating the vision; support strategy and catalysing the development of every individual’s strength to move the organisation forward. Paying particular attention on developing leaders to devote their full potential on the four areas of development, namely idealised influence, individual consideration inspirational motivation and intellectual stimulation strengthens leadership transformation. These are the recommendations: Due consideration of organisational structures, academic programme, teaching methods and relationships among others are the fundamentals of school transformation. Openness to subordinates, cascading everything down to everyone, frankness and openness to all stakeholders including the community. Leaders to encourage innovation and creativity through challenging the status quo or the current views of the group about the organization. Creation of schools for the foreseeable future and use of the space as organisers for educating the young by making it more adaptable to the 21st century by adopting spaces, small learning groups, new technologies and conducive environments to both contemplation and interaction.
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