Distributed leadership for teacher empowerment in Tshwane Secondary School

dc.contributor.advisorMhlanga, Nontuthuzelo
dc.contributor.coadvisorBlose, Sibonelo
dc.contributor.emailkeaobakam70@gmail.comen_US
dc.contributor.postgraduateMangole, Keaobaka Vinolia
dc.date.accessioned2023-05-23T13:32:22Z
dc.date.available2023-05-23T13:32:22Z
dc.date.created2023-09
dc.date.issued2022
dc.descriptionMini Dissertation (Med (Educational Leadership))--University of Pretoria, 2022.en_US
dc.description.abstractTeachers are the most significant influencers in learners learning and play a key role in the nation-building process by influencing the mind-set of learners. This study aimed to examine how distributive leadership can contribute to teacher empowerment in secondary schools. The study was motivated by the ever-changing school context which comes with a burden of high expectations and accountability for school leaders. Four principals and twelve teachers from four secondary schools in the Tshwane West District, Gauteng province were purposively selected to participate in this study. A qualitative research approach and case study design were used to examine how distributive leadership can contribute to teacher empowerment. Semi-structured interviews were used to collect in-depth data from participants on how distributive leadership can empower teachers in secondary schools. Participants acknowledged the importance of distributive leadership as a tool to empower teachers and promote collaboration and collective accountability. The findings of this study revealed that teachers believe that distributive leadership can influence the teaching and learning environment, while inclusive decision-making will ensure collective accountability for learners’ performance. Teachers are of the view that they need authority and space to innovate new ways to approach the curriculum as opposed to the Annual Teaching Plan (ATP) they are issued with and expected to follow. Although principals concur with teachers’ views, some principals believe that there should be a balance between distributive and authoritarian leadership in schools to ensure proper command and control.en_US
dc.description.availabilityUnrestricteden_US
dc.description.degreeMed (Educational Leadership)en_US
dc.description.departmentEducation Management and Policy Studiesen_US
dc.description.sponsorshipGauteng Department of Education Bursary. University of Pretoria master coursework Bursary.en_US
dc.identifier.citation*en_US
dc.identifier.doi10.25403/UPresearchdata.23009615en_US
dc.identifier.otherS2023en_US
dc.identifier.urihttp://hdl.handle.net/2263/90787
dc.language.isoenen_US
dc.publisherUniversity of Pretoria
dc.rights© 2023 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.subjectUCTDen_US
dc.subjectDistributive leadershipen_US
dc.subjectTeacher empowermenten_US
dc.subjectCollective accountabilityen_US
dc.subjectLearner achievementen_US
dc.subjectSchool performanceen_US
dc.titleDistributed leadership for teacher empowerment in Tshwane Secondary Schoolen_US
dc.typeMini Dissertationen_US

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