Abstract:
Schools in deprived contexts experience unique and serious challenges compared to other schools. This study examines how transformational leadership can ensure quality education in deprived contexts. Challenges associated with deprivation can negatively affect teaching and learning in the classroom, directly impacting on the provision of quality education. Therefore, this study argues that the leadership style employed in these contexts should be transformational to ensure quality education that may improve both the school and the community. Quality education is goal no. 4 of the Sustainable Development Goals (SDG) of the United Nations; this goal should be ensured for all learners, regardless of socio-economic status. Transformational leadership becomes imperative in deprived contexts to ensure that learners are not denied access to quality education.
A qualitative study was employed utilising the case study design. A purposive sampling method was used to collect data from 15 participants in five schools in the Tshwane North District of Gauteng. The participants were school principals, deputy principals, HODs and learners. The participants in their various schools described their leadership which was then compared to the transformational leadership theory. The link associates the study to the theory that indicated how transformational the participants’ leadership style was and how transformative their role in the entire school context was perceived. The study's findings have revealed that some participants employ various aspects of transformational leadership even though they do not label them as such. Autocratic and democratic leadership styles were more readily mentioned and seemed to be the familiar leadership styles applied in practice. Many participants could deduce the meaning of transformational leadership based on prior knowledge of the term ‘transformation’. The study recommends training in transformational leadership for schools to ensure quality education in deprived contexts. It also recommends that the Department of Basic Education provide more psychological and social support to learners in deprived areas to promote quality education. Understanding the experiences and challenges of school principals and their leadership teams in deprived contexts, may contribute to the knowledge needed by policymakers and district officials to provide the necessary support strategies to better support schools' leadership to improve the quality of teaching and learning.
