Strategies for effective school principal leadership and management practices in integrated Muslim schools

Abstract

The aim of this research was to identify and explore strategies for effective leadership and management in integrated Muslim schools. To explore strategies that are effective for integrated Muslim schools, secondary research questions were developed to gain an understanding of the nature of integrated Muslim schools, to explore the leadership and management experiences as related by principals of integrated Muslim schools and to identify leadership and management strategies that can be implemented to increase the existing leadership and management practices in integrated Muslim schools. A qualitative approach was used and a phenomenological design was utilised to encapsulate qualitative data on the strategies for effective leadership and management in integrated Muslim schools. Non-probability sampling methods were employed to identify participants, and in-depth, semi-structured interviews were used as the primary method to capture the data from the participants. The interviews were recorded and transcribed verbatim. I used these verbatim transcriptions for the data induction and analysis process. The identified themes and sub-themes were analysed and, wherever possible, linked to the literature review. The main findings from this research identified invaluable insights into the nature of integrated Muslim schools from a historical perspective, the governance, bodies of membership and registration of these schools and the existing leadership and management portfolio in integrated Muslim schools in terms of leadership and management strategies for these schools. Furthermore, the findings revealed a need for good character, values and attitudes in those in leadership positions at integrated Muslim schools, in addition to having a future trajectory for best practices. The research established that the school principals presiding over leadership and management of integrated Muslim schools have a dichotomous portfolio of leadership and management, that is, the secular curriculum and the Islamic curriculum. Thus, they have dichotomous leadership and management tasks, primarily towards their employers and as a religious duty. Furthermore, it was established that these leadership and management duties are not detailed, which results in role ambiguity and overlapping between the leadership and management role on the one hand and the governance role of school principals on the other.