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Leadership and Context for the Improvement of Quality Education in Socio-Deprived School Contexts

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Title: Leadership and Context for the Improvement of Quality Education in Socio-Deprived School Contexts
Language: English
Authors: Jan Heystek (ORCID 0000-0001-7695-5047), Melese Shula (ORCID 0000-0002-8037-4322)
Source: South African Journal of Education. 2024 44(2).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Students, Teachers, Principals, Socioeconomic Status, Disadvantaged Schools, Context Effect, Professionalism, Resistance (Psychology), Student Problems, Family Environment, Parent Participation, Educational Quality
ISSN: 0256-0100
2076-3433
Abstract: In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores -- sorted from the highest, which means the most important factor, to the lowest -- are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430178
Database: ERIC
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  Data: Leadership and Context for the Improvement of Quality Education in Socio-Deprived School Contexts
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  Data: <searchLink fieldCode="AR" term="%22Jan+Heystek%22">Jan Heystek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7695-5047">0000-0001-7695-5047</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melese+Shula%22">Melese Shula</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8037-4322">0000-0002-8037-4322</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 44(2).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Problems%22">Student Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink>
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  Data: 0256-0100<br />2076-3433
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  Data: In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores -- sorted from the highest, which means the most important factor, to the lowest -- are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Context Effect
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      – SubjectFull: Professionalism
        Type: general
      – SubjectFull: Resistance (Psychology)
        Type: general
      – SubjectFull: Student Problems
        Type: general
      – SubjectFull: Family Environment
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      – SubjectFull: Parent Participation
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      – SubjectFull: Educational Quality
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    Titles:
      – TitleFull: Leadership and Context for the Improvement of Quality Education in Socio-Deprived School Contexts
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              Type: published
              Y: 2024
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