Making a difference in South African schools: the cases of two female principals

Abstract

Why are some schools more successful than others? Why are some improving while others remain stagnant? These questions have driven education reform for decades. In recent years, concepts such as decentralisation and organisational culture, and emphasis on the related notions of shared decision-making and teacher empowerment have been highlighted as major determinants of school effectiveness and school improvement. But are they the sole determinants of these characteristics? This article, based on an action research study in two Gauteng schools that focused on two female principals, suggests that school effectiveness and improvement are not possible without transformational leadership. The outcomes of the study indicate furthermore that school effectiveness and improvement entail more than simply who makes what decisions. Rather, it consists in finding a way to be successful in collaboratively defining the essential purpose of teaching and learning, and then empowering the entire school community to become involved. In schools where such a focus had been achieved, the study found that teaching and learning became transformative. The two principals sampled help us see how leadership can influence school culture such that it has a transformative impact on all stakeholders at school level.

Keywords: Action research; School effectiveness; School improvement; Transformational leadership; Principals; South Africa; Schools