Salvaging the Educational System through Effective Leadership: A Case Study of Rural Secondary Schools in South Africa
Mlungiseleli Ziduli 
and Andrea Buka Mqondiso
Issue: Vol.4 No.5 May 2023 Article 14 pp.665-679
DOI: https://doi.org/10.38159/ehass.20234514 | Published online 24th May, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The South African education system is currently experiencing various challenges such as school violence, drug abuse, vandalism and burning of school properties. Educationists, administrators, policy custodians and leaders of institutions are in a dilemma regarding effective managerial leadership of their organizations. This article discussed appropriate measures that institutional leaders must develop to ensure an open space for other community leaders to actively participate in the running of institutions. The rationale behind this paper was to come up with solutions that would help school leaders to lead and manage schools effectively and efficiently. A phenomenological study was conducted with an interpretive-constructivism approach in schools to establish the capabilities and competencies of school principals regarding the incorporation of other community leaders in their schools. Data was collected through face-to-face in-depth individual interviews with the School Governing Bodies (SGB) chairpersons, SMT members, LRC representing learners in the SGB, community leaders, religious leaders, and business leaders. Data was thematically analyzed and it revealed that: Principals have failed to open up space for community leaders to participate in school matters; Education leaders lack the competencies and capacities to share leadership with other community leaders. The study thus advocates firstly, for school principals through SGBs to accommodate Community Resource Centres (CRCs). Secondly, highly esteemed leaders from various community stakeholders should be involved in prominent school decision-making processes and problem-solving practices. Thirdly, training workshops should be conducted to help school leaders develop necessary leadership skills and to map out strategies to effectively involve community leaders in school matters. Fourthly, the institutional leaders must organize training workshops for both school and community leaders on how to work collaboratively and peacefully for effective school management. This article adds to the existing literature on enhancing the South African Educational System.
Keywords: School Principals, Communal Support, Shared Competencies, Teacher Capability and Effective Leadership.
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Dr. Mlungiseleli Ziduli is currently a permanent lecturer at the Faculty of Education in the Foundation Phase Department, Walter Sisulu University, Mthatha, Eastern Cape, South Africa. His research focuses on school leadership, school governance and management, especially leadership styles.
Dr. Andrea Mqondiso Buka is currently a Senior Lecturer at the Faculty of Education in the continuing professional teacher development at Walter Sisulu University, Mthatha, Eastern Cape, South Africa. His research focuses on inclusive education and educational management and policy, especially psycho-pedagogical research.
Ziduli, M. and Buka, A.M. “Salvaging the Educational System through Effective Leadership: A Case Study of Rural Secondary Schools in South Africa.” E-Journal of Humanities, Arts and Social Sciences 4, no.5 (2023): 665-679. https://doi.org/10.38159/ehass.20234514
© 2023 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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