Bid to improve school leadership through set of regulations

Leanne Jansen

DURBAN: In an attempt to improve school leadership, the Basic Education Department has finalised the first set of regulations which provide a clear definition of the key aspects of professionalism, image and competencies required of school principals.

The policy, which is expected to be made public within the next few weeks, will assist schools and the government in the recruitment, selection and appointment of principals, and help provincial education departments to design training programmes that promote professional leadership and management development for principals.

It is also expected to serve as the basis for improved performance management of school heads.

Last year, Basic Education Minister Angie Motshekga published a draft of a document – called the South African Standard for Principalship – in the Government Gazette for public comment.

It is widely agreed among South African educationists that a school is as good or as bad as its principal.

Allegations that these top jobs are being sold by members of the SA Democratic Teachers Union (Sadtu) are being probed by a ministerial task team.

Motshekga has previously said she believes the lack of leadership is the main contributor to underperformance and dysfunctionality at schools.

A draft version of the Basic Education Laws Amendment Bill, which the Cape Times’s sister paper The Mercury has seen, controversially proposes that school governing bodies have no part in the appointment of school-level heads of department, deputy principals or principals.

As The Mercury reported last week, the proposal in the draft version of the bill has been slammed by school governing body associations and teacher unions as a move to wrest power from parents, and one that would compromise the quality of public school education.

The new policy describes in detail eight key areas which constitute the core purpose of a South African principal:

lLeading teaching and learning at the school.

lShaping the direction and development of the school.

lManaging quality of teaching and learning, and securing accountability.

lDeveloping and empowering themselves and others.

lManaging the school as an organisation.

lWorking with and for the school community.

lManaging human resources (staff) at the school.

lManaging and advocating extramural activities.

The kind of leadership expected of principals includes respect and tolerance for everyone. The policy also emphasises ethical leadership.