Benefits of Educational Leadership beyond Learning Institutions

1. Benefits of Educational Leadership beyond Learning Institutions Responsible Influence of Traditional Leadership on School Governance in KwaZulu-Natal Sandile S. Mbokazi 13th International EMASA Conference 27-29 July 2012

2. Introduction • Examine a responsible kind of influence that traditional leaders exert on school governance • Although a platform for their involvement on schooling has been created through policy, the nature of influence of traditional leadership is determined by the types of school involvement they have adopted • The concept of ‘influence’ appears to be a common thread which runs throughout most definitions of leadership • This paper provides a framework and scenarios that can be used to understand the conceptual relationship among responsible, transformational and invitational approaches leadership, in order to understand the possible typologies of influence • The paper draws largely from formal and informal conversations with traditional leaders and principals.

3. Data Sources There are two participating communities with four school each, i.e. two primary schools and two secondary schools Intended Informants are traditional leaders [Amakhosi and traditional councils] School governors [parents, educators and learners] School managers [School Management Teams –principals and HODs Education managers [Superintended of Education Management]

4. Framework of Involvement and Influence Transformational RESPONSIBLE Invitational • Influence attitudes to ensure realisation of vision and mission • Focussing on common purpose, while addressing intrinsic rewards, i.e. self-actualisation and developing commitment of the led • Challenging the process of change, inspiring shared vision, enabling others to act, modelling the way and encouraging the heart • Leader effects change in the attitudes of others while he, him or herself is changing • Bring energy to bare in social change • Aspire to serve the best interest of the nations • Ascertain quality of institution and dynamism of leaders • Ability to respond flexibly to change • Balance interaction within and without institutions • Balancing competing demands and engaging people in collective goals • Characterised by either positive or negative interactions that shape one’s concept of self • Inform people that they are able, responsible and worthwhile • Create an environment that is caring, valuing, tolerant, non-discriminatory, not demeaning • communicate through interpersonal interactions; policies, programmes and institutional practices, as well as, the physical environments and context MUTUAL INFLUENCE PROACTIVE INFLUENCE MOTIVATIONAL INFLUENCE

5. Framework for Influence • There are liquid differences between responsible, transformational, and invitational leadership, and that the kinds of influences that can be exerted through such approaches to leadership, are interlinked • Three typologies of influence are suggested as linking to the typologies of leadership. These are mutual, proactive, and motivational influence • There are no concrete boundaries between these typologies, but that they are liquid and superficial constructs • The term ‘influence’ is used to mean that traditional leaders may –negatively or positively –manipulate or have power, and effect over school governance

6. Traditional Leadership and School Governance Structures Traditional Leadership School Governing Body

7. Examples of Traditional Leadership Influence

8. Some Achievements of Traditional Leadership Influence

9. Dimensions of Leadership Involvement

10. Conclusion • While they are seen as authoritative and non-progressive, this paper show that traditional leaders can contribute to the education of the South African child through creative and innovative support to school governance in a number of schools in KwaZulu-Natal. • This is done through strengthening the role of school governing bodies by ensuring safety and security, promoting infrastructural development and community ownership of schools • This contribution, however, is accomplished through three different typologies of traditional leadership involvement: passive, participation, and patriotism, which exists in a continuum • The examples presented in the paper illustrated a number of scenarios where traditional leaders were adopting mutual, proactive and motivational influence to governance in schools within their jurisdiction. • The agenda of developing responsible leadership in South Africa, and particularly in KwaZulu-Natal, must find ways in which the traditional leadership is seen as an important player in education and development. • There are important lessons that this structure presents, which may be founded within the indigenous knowledge systems that can strengthen the democracy in South African schools.