Wave of retiring principals offers opportunity

Leanne Jansen

As South Africa’s school principals age, the need to identify the next wave of leadership is becoming more pressing.

With as many as 1 400 principals set to retire each year, the need for teachers applying to be principals to take competency tests could not be more urgent, new research argues.

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

On average, a principal stays in the job for almost 10 years – which means that if the wrong person is appointed, a school faces a potential decade-long leadership crisis.

The research authored by Gabrielle Wills, an economist at Stellenbosch University, profiles the labour market for principals in South Africa, and the policy implications.

Her research was funded by the Programme to Support Pro-Poor Policy Development, a partnership between the Presidency and the EU.

Between 2012 and 2017 the number of new principals required to replace retiring principals was more than 7 000 (or about 1 400 a year).

In contrast, between 2004 and 2008 there was an average of 350 principal retirements a year. In 2004, 17 percent of principals were aged 55 or older.

But by 2012, two-thirds of South African principals were 55 or older.

Wills explained that there had been a scarcity of evidence to inform, validate or debate the efficacy of proposed policies that were aimed at improving the calibre of school principals. To understand the characteristics of the labour market, Wills identified the differences between principals in poor and wealthy schools; explored the rate at which principals left the public education system, or moved from one public school to another; and determined whether the qualifications and experience captured on payroll data were a reliable indicator of the quality of principals.

She argued that selection must be amended to identify which expertise and skills made for a high-quality school leader. Her research showed that what was captured on payroll data had little impact on learning outcomes.

This did not mean that school principals did not matter for school performance; rather, the value they brought to schools was not signalled through years of service and levels of qualification.

Improving the design and implementation of policies guiding the appointment process was a “matter of urgency”.

“The public education system is facing a substantial and increasing number of principal retirements. Finding suitable replacements poses a notable challenge. However, the rising number of retirements also presents an opportunity to raise the calibre of school leadership through the right appointments.”

At poorer schools, teachers are able to become principals with fewer years of experience and with lower qualifications than teachers at wealthier schools.

Basil Manuel, the president of the National Professional Teachers Organisation of South Africa (Naptosa), said his union was not opposed to competency tests for aspiring principals but the matter had to be thoroughly discussed and not “imposed”.

While there certainly were schools that were getting the selection process right, at many schools the high number of retirements was an opportunity to ensure that the right people were finally selected.

The SA Democratic Teachers Union (Sadtu) remains opposed to competency tests.

Sadtu deputy general secretary Nkosana Dolopi said it was a “quick-fix” reaction that would not work because it was blind to the vastly different realities of schools.

“We all agree that the best people must be appointed. We have good teachers, the selection processes must just be tightened. The necessary support must be provided.”