Reflexive photography principal's experience koers 2009

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  • 1. Using reflexive photography to study aprincipals experiences of the impactof professional development on aschool: a case studyG.M. SteynDepartment of Further Teacher EducationUniversity of South AfricaPRETORIAE-mail: steyngm1@unisa.ac.zaAbstractUsing reflexive photography to study a principals experiencesof the impact of professional development on a school: acase studyThe changing social and economic environment has a directimpact on schools and their effective management. Schoolprincipals have to deal with issues hitherto unknown to them inthe historical school cultures. This article attempts to describe aSouth African principals experience of the way in whichprofessional development (PD) impacted the development ofthe school and the way in which his PD and that of his staff manifests itself in the functioning of the school. An exploratoryqualitative study employing visual ethnography was deemedappropriate for the study. Convenient and selective samplingwas used in the study identifying a school principal who provedto be an exemplar of a principal placing a high premium on hisown continuing professional development and that of others.Data were collected by means of reflexive photography, theprincipals writings and a photo-elicitation interview. The fol-lowingcategories emerged from the data: the commitment andattitude of the principal to professional development; the headstart: receiving the inviting school award; be positive (B+); afocus on client service (doing more than is expected; the blueand orange card system for learners; and inculcating a valuesystem); and what do we do differently?Koers 74(3) 2009:1-29 1

2. Using reflexive photography to study a principals experiences a case studyOpsommingDie gebruik van refleksiewe fotografie om n skoolhoof seervarings van die impak van professionele ontwikkeling tebestudeer: n gevallestudieDie veranderde sosiale en ekonomiese omgewing het n direkteimpak op skole en die effektiewe bestuur daarvan. Virskoolhoofde is dit nodig om onbekende kwessies te hanteer.Hierdie artikel poog om n Suid-Afrikaanse skoolhoof seervarings van die wyse waarop professionele ontwikkeling dieontwikkeling van die skool en di van personeel in diefunksionering van die skool benvloed het, te bestudeer. nVerkennende, kwalitatiewe studie deur middel van visueleetnografie is vir die studie geskik gevind. Gerieflike enselektiewe steekproefneming is gedoen om n skoolhoof teidentifiseer wat as voorbeeld kon dien van n skoolhoof wat nho premie plaas op sy/haar eie en ander se voortgesetteprofessionele ontwikkeling. Data is deur middel van refleksiewefotografie, die skoolhoof se skrywes, sowel as n foto-verduidelikendeonderhoud ingesamel. Die volgendekategorie het uit die data na vore gekom: n toegewyde enpositiewe gesindheid van die skoolhoof teenoor professioneleontwikkeling; Die voorsprong: ontvangs van die uitnodigendeskooltoekenning; wees positief (B+); n fokus op klintediens(doen weer wat verlang word; die blou-en-oranjekaartstelsel virleerders; die vaslegging van waardes); en wat doen onsanders?1. IntroductionPrincipals and educators are facing tough and challenging times inworking effectively in schools (Fennell, 2005:145; Hess & Kelly,2005:2; Rodrigues-Campos et al., 2005:309; Vick, 2004:10).Moreover, numerous impassioned calls for school improvementescalated inside and outside schools (Darling-Hammond &Richardson, 2009; Levine, 2005:68; Southworth & Du Quesnay,2005:219). Varying expectations of role-players arising from thesubstantial changes in the management and acquisition ofknowledge, changes in human interaction and the compositionof families all contribute to extreme pressures on schools toperform better. If the focus is on the improvement of schools,principals need to play a key role in these improvements(Donaldson, 2009; Houle, 2006; Mestry & Grobler, 2004; Vick,2004). Many studies confirm the importance of leadership in thedevelopment and improvement of organisations (Chappuis etal., 2009; Olivier & Hipp, 2006).2 Koers 74(3) 2009:1-29 3. G.M. SteynThe role of principals has undergone rapid change (Cardno, 2005;Graczewski & Holtzman, 2009; Houle, 2006; Kinney, 2009) andthey should possess certain leadership abilities in order toachieve and maintain quality schools in complex environments(Donaldson, 2009; Rodrigues-Campos, Rincones-Gomez &Shen, 2005; Vick, 2004). It is also important for principals tounderstand leadership as a process and to develop thenecessary human relation skills to promote joint action andensure an improvement in school effectiveness and studentlearning (Jabal, 2006; McClay & Brown, 2003). Elaborating onthis view, Houle (2006:145) asserts: The tension created inshifting views on the principals requires attention to theprofessional development (PD) needs of principals in the light oftheir new roles. A focus on the professional development ofleaders is also crucial to the delivery of education acrossschools (Cardno, 2005). Furthermore, this emphasises the factthat professional abilities require rich, continual performance inwhich to grow (Donaldson, 2009).According to Mestry and Grobler (2004:3), education managementdevelopment should be seen as a process whereby individualdevelopment and the achievement of organisational goals needto be synchronised. The individuals management developmentis placed within the school context and becomes a fundamentalpart of the daily management of schools (Mestry & Grobler,2004; McClay & Brown, 2003). The process of development ismainly concerned with equipping principals to acquire andimprove the necessary competencies to manage their schoolseffectively. This is in line with a literature survey between 1990and 2001 by Gonzales et al. (2002) which found that 125studies described the relationships between leadershippractices and achievement. In this study, 60 of the studiesprovided evidence of the influence of leadership on studentachievement. Similarly Cardno (2005:293) believes that oneaspect of leadership in its broadest sense is the capacity of keyindividuals to exert influence that results in positive change forthe school ... and ultimately for the benefit of students.However, it is necessary to know that the link betweenprincipals professional development and improved schoolperformance is complex and very dynamic (Donaldson, 2009).Nevertheless, it is important to indicate how a principal as a keyindividual can impact the development of a school for thebenefit of students.The Urban Principals Academy (UPA) addresses three areas ofKoers 74(3) 2009:1-29 3 4. Using reflexive photography to study a principals experiences a case studyprincipals professional development: instructional leadership,capacity building and personal renewal (Houle, 2006:150). Asregards the latter area, principals who attend to themselves asindividuals also acknowledge the fact that their professionalauthenticity is closely linked to their self-efficacy (Houle, 2006).This is confirmed by Hoy and Smith (2007:160) who assert,leaders with high self-efficacy in their ability to influence othersare likely to be effective in that endeavour. For principals tolead effectively, they require a great deal of interpersonallearning to help them understand how principals words,behaviours and moods are shaped by those of the people theyattempt to lead (Donaldson, 2009:16). Moreover, schoolleadership develops over an extended period of time that alsoincludes complex processes of socialisation (Weindling, 2003).It is widely known that principals in South Africa have a huge task tocreate an effective learning environment in schools (Mestry &Grobler, 2004:2). In this regard Bloch (2008:19) and Paton(2006:1) state that South African schools do not meet therequirements for a developing country they are recognised tobe in crisis and in a state of disaster. Although there are someempirical evidence regarding the impact of professionaldevelopment programmes on school leaders, sustained studieson the impact of leadership development are not visible in theliterature (Brundrett, 2000:474). This article attempts to describea South African principals experience of the way in which hisPD and that of his staff impacted the development of theschool and manifests itself in the functioning of the school.2. Theoretical frameworkBoth constructive development theories and adult learning theoriesare used in the study to understand adult development andgrowth (Drago-Severson, 2007). Adults bring their life and workexperiences, needs, personalities and learning styles tolearning and these also influence their views on learning andPD (Drago-Severson, 2007; Knowles, 1984). The andragogytheory of Knowles is an attempt to develop a theory in particularfor adult learning. Knowles (1984) puts emphasis on adults whoare self-directed and expect to take responsibility for decisions.Andragogy (Date?) makes the following assumptions aboutlearning: adults want to know why they need to learnsomething; adults need to learn through experience; adultslearn best when the topic is of immediate significance andvalue; and adults approach their learning as problem-solving.4 Koers 74(3) 2009:1-29 5. G.M. SteynHirsh (2005) and Lee (2005) are of the opinion that the beliefsand assumptions regarding adult learning need to form thefoundation of PD programmes.As regard constructive-development theories, this paper focusesprimarily on the social constructive theory that is used as a lensthrough which to view how a principals meaning system shapesthe learning challenges he faces (Drago-Severson, 2007:80).According to this view an individual (the principal) searches foran understanding of the world in which he/she lives and works(Creswell, 2007:20). The individual develops subjectivemeanings of his/her experiences which are varied and multiple(Creswell, 2007:20). The aim of such a study is therefore to relypredominantly on a participants