The contribution of collective leadership towards quality teaching and learning in secondary schools in the North West Province

Abstract

The aim of this qualitative study was to determine how collective leadership can contribute towards quality teaching and learning in secondary schools in the North West Province. The study was conducted in the Dr Ruth Segomotsi Mompati district. Experienced SMT members of well-performing and underperforming schools were interviewed. Findings indicate that well-performing schools practise collective leadership to a maximum extent, a majority of stakeholders such as SMTs and SGBs, including those from outside the Department of Education like social workers, are involved. Furthermore, indications are that underperforming schools do not fully implement collective leadership. The stakeholders in these schools are not fully involved. In the underperforming schools, the stakeholders outside the school with expert skills such as the Department of Health are not fully utilised. This study followed collective leadership theory highlighting the use of skills and expertise for the smooth running of the school. A qualitative research methodology with an interpretative paradigm and phenomenological research design were used to explore the contribution of collective leadership towards quality teaching and learning. Purposeful sampling was used to select information-rich participants. Semi-structured individual online interviews were conducted. Data collected were transcribed verbatim and analysed to determine the contribution of collective leadership towards quality teaching and learning. In Chapter 5, the research was summarised, and findings were made based on the aim and objectives of the study. This was followed by recommendations derived from the literature review and empirical investigation on the contribution of collective leadership towards quality teaching and learning in secondary schools in the North West Province.