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WHO HOLDS THE POWER?

This study explores distributed leadership practices in South African educational settings post-1994 transition, focusing on the role of Level 1 educators as corporate agents. It delves into the structural emergent properties and discourses shaping leadership in schools.

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WHO HOLDS THE POWER?

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  1. WHO HOLDS THE POWER? A CRITICAL REALIST PERSPECTIVE OF LEADERSHIP PRACTICES

  2. Goleman, 2002 There are many leaders, not just one. Leadership is distributed. It resides not solely in the individual at the top, but in every person at every level who in one way or another, acts as a leader

  3. How is Distributed Leadership enacted in practice? Principal Educators

  4. BACKGROUND AND CONTEXT • Field of Ed Leadership & Management • South Africa -1994 > transform • Policymakers faith in ed. • Task Team Report (1996) legacy of apartheid > collective efforts > Boost morale. • Despite the promulgation of sophisticated policies • Leadership collective....

  5. Rationale /significance/aim • Field of Ed Leadership & Management • South Africa -1994 > transform • Policymakers faith in ed. • Task Team Report (1996) legacy of apartheid > collective efforts > Boost morale. • Despite the promulgation of sophisticated policies • Leadership collective....

  6. LITERATURE REVIEW

  7. LITERATURE REVIEW

  8. Meta-theory/ Substantive theories • Social Realism- Margret Archer culture, structure, agency • Distributed Leadership Theory Spillane (2006) Leader follower dualism Gunter’s graded categorisation dispersed authorised democratic

  9. Research Methodology • Qualitative enquiry based on the philosophy of Critical Realism - Bhaskar • Critical Realism - Layered ontology Empirical, Actual, Real • World exists independent of our knowing • Underlying mechanisms that give rise to what is happening at the level of the actual, empirical. Analytical dualism

  10. Bhaskar’s Layered Ontology

  11. Research methodology • Case Study methodology • Research sites and sampling • Methods of Data collection Interview and focus group interview Observation Journal writing by primary participants Transect walk Document Analysis

  12. Data Analysis • Critical Discourse Analysis • Fairclough’s framework for analysing a social event • Archers framework for analysing the level of the real to establish the underlying cultures, structures and agential influences that give rise to the underlying mechanisms that give rise to the events and experiences at the level of the actual and empirical respectively.

  13. Data Analysis Structural Emergent Properties • DISCOURSES OF THE LINE FUNCTION • Organogram • Grade Controllers • Space created for L1 Educators to lead

  14. Structural Emergent Properties • DISCOURSE OF THE VISION AND MISSION OF THE SCHOOL • Vision and Mission ingrained • All activities centred around the Vision and Mission Statement of the school • Educators encouraged to come up with innovations.

  15. Structural Emergent Properties • DISCOURSE OF ROLE PLAYED BY LEVEL 1 EDUCATORS in taking the lead • Management monitors and controls • Space provided for L1 Educators to take on key leadership positions • Become corporate agents

  16. LEVEL 1 EDUCATORS EMERGE AS CORPORATE AGENTS

  17. Conclusion/Recommendations for further research • Underlying structures, mechanisms and agential influences • Where does the power lay? • What kind of power? Power over people or power over events • Level 1 educators rise as Corporate agents • How is distributed leadership enacted in practice? • Recommendations for further research

  18. IMPACT OF DISTRIBUTED LEADERSHIP Through distributing leadership learners emerge as leaders

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