Teacher leadership for supporting learners in an Islamic school context

Show simple item record

dc.contributor.advisor Marishane, R.N. (Nylon)
dc.contributor.postgraduate Ebrahim, Muhammed Javeed
dc.date.accessioned 2023-02-07T08:27:33Z
dc.date.available 2023-02-07T08:27:33Z
dc.date.created 2023-05-10
dc.date.issued 2022
dc.description Dissertation (Med (Education Management, Law and Policy))--University of Pretoria, 2022. en_US
dc.description.abstract Teacher leadership is an essential research focus area in wealthy nations with well-established democracies. In South Africa, teacher leadership research is still emerging. The focus has been on shifting the role of the principal to more distributed forms of leadership which recognises the informal roles that teacher-leaders play including addressing contextual and cultural issues. Teacher leadership for supporting learners1 with regard to their learning in an Islamic context does not feature in South African literature. Therefore, this study aimed to explore how teacher-leaders lead to support children’s learning in an Islamic school environment. The conceptual framework underpinning this study was informed by an Islamic worldview and education priorities in a secular democracy. The study was conducted in the Pretoria West region with three private schools that catered for predominantly Muslim children. Eight teacher-leaders from these schools participated in the study. The data was generated through semi-structured interviews. The findings revealed that teacher-leaders supported children’s learning through different context-related dimensions. As God’s trustees and active agents of knowledge generation and skills development, the teacher-leaders utilised their Islamic theological frame of reference to guide their work. They enacted the principles of distributed, spiritual, and servant leadership to execute their responsibilities. Additionally, they positioned themselves as communicators, motivators, monitors, confidence-builders, mentors and knowledge disseminators to have impact on the school community. Moreover, they were enabled to lead effectively and efficiently via collaboration and relationship-building processes based on trust and intrinsic motivation. Although they were constrained in their work through bureaucratic processes that affected innovation, heavy workloads that reduced time for individual attention, and incorrect techniques of interventions, teacher-leaders were resilient. The study concludes with a call to Muslim scholars and educationists to give more attention to teacher-leadership in the Islamic school context. This meeting of minds and learning exchanges can positively influence teacher-leaders' shared understandings, programmes, and professional development. en_US
dc.description.availability Unrestricted en_US
dc.description.degree Med (Education Management, Law and Policy) en_US
dc.description.department Education Management and Policy Studies en_US
dc.identifier.citation * en_US
dc.identifier.other S2023
dc.identifier.uri https://repository.up.ac.za/handle/2263/89210
dc.language.iso en en_US
dc.publisher University of Pretoria
dc.rights © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subject UCTD en_US
dc.subject Teacher leadership en_US
dc.subject Children’s learning en_US
dc.subject Islamic context en_US
dc.subject Religion en_US
dc.subject Secular democracy en_US
dc.title Teacher leadership for supporting learners in an Islamic school context en_US
dc.type Dissertation en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record