Abstract:
The research examined the professional development of principals in their Highveld Ridge East, H/Ridge West, Bethal, Lekwa West circuits. The purpose was to investigate the role of the circuit managers in the professional development of their principals. The main driver of the study was that in the current climate the emphasis is on student performance, and school leaders are held accountable for the quality of teaching and for how much learners learn. Society expects the principals to be accountable for learner performance and the quality of teaching. In the current national and state policy the assumption is that effective principal leadership is central to student achievement and is in fact the most powerful force for improving school effectiveness and for achieving excellence in education. The argument is made that according to the National Education Policy Act of 1996 and the National Policy Framework for Teacher Education, the Department of Education gives guidelines and points out the importance of teacher development. The study then investigates the role of circuit managers in the professional development of principals. The main research question and sub-questions were used to understand the participants’ perceptions and experiences of the phenomenon that is professional development. The methodology adopted in this study is qualitative which seeks to understand how circuit managers execute their responsibilities with regard to the professional development of principals. Data was collected by means of semi-structured interviews which involved three principals and four circuit managers. Literature revealed the need for circuit managers to be more empowered with skills to develop and support their principals. The misunderstanding about professional development leads principals to be unclear of the boundaries between their daily management tasks and professional development. Curriculum assistance and guidance were regarded as professional development.
