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This paper explores how self-leadership is implemented by school principals in the Kavango region of Namibia and its impact on improving teaching and learning in secondary schools.
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Self-leadership of School Principals in the Kavango, Namibiaby Mpasi KatewaPhD Candidate NWUEDU-LEAD Conference, Potch Campus15 April 2015
Content • Aim for this paper To examine the influence of self-leadership as a model for effective leadership in schools to improve teaching and learning of the six secondary schools in the Kavango region. • Context • Research question • Theoretical Framework • Findings
Research Questions The main research question that guides the study is: How is self-leadership implemented by school principals in the Kavango region in Namibia? Sub-question • How do principals provide leadership that contributes to effective teaching and learning in the Kavango region? • How does self-leadership contribute to improving teaching and learning in Namibian schools? • How do principals in the Kavango region employ self-leadership strategies in their relations with teachers? • How do teachers respond to self-leadership in the Kavango region?
Self-leadership definition • While in general leadership looks at influencing others, self-leadership is “a process of influencing oneself”. (Neck & Manz, 2010) • A self-leader should have self-esteem, self-knowledge, be a self-motivated person who controls and regulates him or herself in extreme conditions (Csoka, 2012) • Concepts like self-evaluation, self-knowledge and self-development may help many schools’ administration in Africa to realize the importance of self-leadership & leadership development strategies (Van Zyl, 2007) • Principals’ self-leadership will empower them with the ability to control their personal actions which is central to the success of school leadership
Self-leadership Perspectives • This study draws from literature of self-leadership in individualistic and collectivist cultures • Self-leadership is found relevant to collectivist cultures (Alves et al., 2006) • Both Confucian and Ubuntu are collectivists. • Confucianism and Ubuntuism philosophies are characterized by social interdependence that challenge the western individualist concept of self • Ubuntu means "I am because you are – I can only be a person through others" (Mbigi, 2000).
Research Methodology • Qualitative • School selection method • Data Collection methods • Interviews - 18 participants • Observations – during interviews, meetings • Document Analysis – principals manual, Education and Training Sector Improvement Programme (ETSIP) documents and newspaper clips • Ethics: We complied with all normal procedures
Findings Emerging themes from the participating schools • Leading themselves by example • Consultation • Inclusiveness • Commitment One of the teachers from the good performing school elaborated: “She being that type of a person that leads by example, hardworking and committed, I think everyone includes the staff members and the leaners also want to emulate her example. Discipline in general has changed and learners are willing to study hard” (Teacher C).
Findings cont. • Consultation I would want to believe that I am leading the people. I get people on board to follow me, lets say I will link it to democratic style where people are consulted but eventually it is me the principal that steers them in the right direction (Ms Mirabel). • Inclusiveness I can compare our school with a team that kept on losing, but after the coach was fired and a new coach took over, the team starts winning. This means that there was nothing wrong with the team, but something was wrong with the previous coach and with the new coach the team is now performing. Effective and true leadership determines the commitment of the followers.
Findings cont. • Leadership styles • Autocratic/authoritarian • Democratic • Participatory I believe in a participatory leadership. In fact I want everybody to be a leader in his or her own department and that is what I always tell my teachers that wherever they find themselves they are leaders. If you are teaching a classroom, you are a leader of that class. Heads of departments are also leaders in their departments (Mr Mpepo).
Findings cont. Strategies for effective teaching and learning • Classroom observations • Share personal practice by mentors (SPP) - linking teachers with experts • Inviting advisory teachers (subject advisers) from the regional office Verbal persuasion • Directors, Inspectors, etc. address teachers & learners Building Relations • School principals • Individual & staff meetings • Engage teachers in educational debates
Conclusion The results show that self-leadership as a model is really being practiced by the principals in the Kavango region • Principals’ integrate self-leadership with other leadership theories • Principals’ self-leadership are impeded by external structures. • Principals are not aware of the existing of self-leadership but use it.
