The influence of contextual factors for principals to promote quality teaching in the Marondera District in Zimbabwe

Abstract

Schools are not isolated educational organisations and as core institutions in society, schools face a plethora of influences from the community and contextual situations. It is widely claimed in the education fraternity that school effectiveness and reform is in direct relation with the quality of leadership in educational institutions. School effectiveness may not be optimised, unless school leaders are, amongst other aspects, aware of and prepare to act on the contextual challenges in and beyond the classroom and school fence that might have a serious impact on the overall performance of schools. The role of school leaders has changed considerably over time and school leaders need to account for the increased impact of contextual factors such as rapid technological advancements (the so-called Fourth Industrial Revolution), socio-economic factors, cultural matters, political influences, unrest, health issues, globalisation and increased migration and mobility. Literature emphasises the liability of school leaders for their quick response, proactive action, and alignment of diverse practices to account for the impact of contextual factors on school performance. The contextual factor framework of Wolhuter, Van der Walt and Steyn (2016) constitutes the context of the research, while the core leadership practices as identified by The Wallace Foundation (2013) and Waite and Bogotch (2017) serve as theoretical basis for the research study. The purpose of the research is to develop a strategy for school leaders in the Marondera District in Zimbabwe to promote school effectiveness in response to the influence of contextual factors. A qualitative research design is followed with the use of semi-structured interviews. The study is conducted with a purposeful sample of nine participants who share their experiences and perspectives on the influence of contextual factors in their respective schools. All required ethical requirements are adhered to, to assure the trustworthiness of the research. The findings reveal that micro, meso and macro contextual factors in schools influence school effectiveness and there is need to develop a management strategy to promote quality teaching. The contribution of the research to the subject and Research Niche Area of Edu-Lead is consistent with the vision, goal, and aims of the research entity i.e. to promote the role and position of leadership in education with a focus on organisational development and to contribute to the academic improvement of schools.