The development of teacher leadership: a formative interventionist study in a semi-urban secondary school of Khomas region in Namibia
- Authors: Shilongo, Justina
- Date: 2020
- Subjects: Educational leadership -- Namibia , Educational leadership -- Namibia -- Case studies , Education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144923 , vital:38392
- Description: Historically the education system in Namibia was shaped by the policies of the apartheid ideology (Amukugo, 1993). During that time, authority and responsibility were centralised and teachers were not part of the decision making process. By then, most people expected to be told what to do and would not initiate something on their own, a culture inherited that even exists today. In addition, opportunities were not given to teachers to develop as leaders. While Namibians have this history on record, the fact remains that the way in which apartheid laws were put in place, the ideological basis of the policy of apartheid and its impact, was not supportive of the ideas of democracy that Namibia is advocating for today. Despite a number of series of policy guidelines and directives issued to guide the development of a democratic culture in the education sector, less is happening about the leadership of teachers in schools. This stimulated me to conduct an activity theoretical interventionist research, aimed at exploring what opportunities there are for teachers to develop as leaders. This study is a case study, operating from a generative standpoint. The study was conducted in a semi-urban secondary school in Windhoek, Khomas Region, Namibia. The study took a formative intervention approach as it sought to bring about change to practice in the case study school and also to contribute to a body of knowledge in the field of study. This qualitative study employed interviews, observations, document analysis and WhatsApp messaging as data generation tools. Crystallised data revealed multiple realities that demonstrated meaningful and trustworthy data. To analyse data the study employed inductive and abductive analysis to make data meaningful to the reader. Thus, to explore teacher leadership development in a semi-urban secondary school, Change Laboratories Workshops was used as a method to gather and analyse data, as underpinned by 2nd generation CHAT. Grant’s (2017) model of teacher leadership was also used to analyse the data and indicate where teacher leadership roles were mostly visible from all four zones. The findings revealed that there were different understandings of the notion of teacher leadership. It was understood as the possession of certain qualities, a managerial role, an involvement in the decision-making process and a form of social responsibility. It was also revealed that teachers led in all four zones (Grant, 2017b), however participants were not active in all the roles. High participation was noticed in zone one, within the classroom; zone two, leading in curricular and extra-curricular activities and zone four, leading beyond the school into the community. This study explored teacher leadership development and at length identified the conditions that constrained and enabled teachers to develop as leaders in a secondary school. The factors that constrained teacher leadership in the case study school were: lack of time, demanding workloads and other commitments, lack of interest in extramural activities and SMT support for initiatives. Fear and unwillingness to take on leadership roles, narrow views on leadership and ingrained traditional leadership structures, limited leadership capacity building initiatives and the absence of clear educational policies on teacher leadership were also identified. The high involvement in zone one, two and four were attributed to some mechanisms the school put in place to promote teacher leadership, such as through various committees set-up, as well as a culture of mutual care and love. During the change laboratory workshops, teachers opted to be trained in leadership-related matters and to revive the CPD committee.
- Full Text:
- Date Issued: 2020
- Authors: Shilongo, Justina
- Date: 2020
- Subjects: Educational leadership -- Namibia , Educational leadership -- Namibia -- Case studies , Education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144923 , vital:38392
- Description: Historically the education system in Namibia was shaped by the policies of the apartheid ideology (Amukugo, 1993). During that time, authority and responsibility were centralised and teachers were not part of the decision making process. By then, most people expected to be told what to do and would not initiate something on their own, a culture inherited that even exists today. In addition, opportunities were not given to teachers to develop as leaders. While Namibians have this history on record, the fact remains that the way in which apartheid laws were put in place, the ideological basis of the policy of apartheid and its impact, was not supportive of the ideas of democracy that Namibia is advocating for today. Despite a number of series of policy guidelines and directives issued to guide the development of a democratic culture in the education sector, less is happening about the leadership of teachers in schools. This stimulated me to conduct an activity theoretical interventionist research, aimed at exploring what opportunities there are for teachers to develop as leaders. This study is a case study, operating from a generative standpoint. The study was conducted in a semi-urban secondary school in Windhoek, Khomas Region, Namibia. The study took a formative intervention approach as it sought to bring about change to practice in the case study school and also to contribute to a body of knowledge in the field of study. This qualitative study employed interviews, observations, document analysis and WhatsApp messaging as data generation tools. Crystallised data revealed multiple realities that demonstrated meaningful and trustworthy data. To analyse data the study employed inductive and abductive analysis to make data meaningful to the reader. Thus, to explore teacher leadership development in a semi-urban secondary school, Change Laboratories Workshops was used as a method to gather and analyse data, as underpinned by 2nd generation CHAT. Grant’s (2017) model of teacher leadership was also used to analyse the data and indicate where teacher leadership roles were mostly visible from all four zones. The findings revealed that there were different understandings of the notion of teacher leadership. It was understood as the possession of certain qualities, a managerial role, an involvement in the decision-making process and a form of social responsibility. It was also revealed that teachers led in all four zones (Grant, 2017b), however participants were not active in all the roles. High participation was noticed in zone one, within the classroom; zone two, leading in curricular and extra-curricular activities and zone four, leading beyond the school into the community. This study explored teacher leadership development and at length identified the conditions that constrained and enabled teachers to develop as leaders in a secondary school. The factors that constrained teacher leadership in the case study school were: lack of time, demanding workloads and other commitments, lack of interest in extramural activities and SMT support for initiatives. Fear and unwillingness to take on leadership roles, narrow views on leadership and ingrained traditional leadership structures, limited leadership capacity building initiatives and the absence of clear educational policies on teacher leadership were also identified. The high involvement in zone one, two and four were attributed to some mechanisms the school put in place to promote teacher leadership, such as through various committees set-up, as well as a culture of mutual care and love. During the change laboratory workshops, teachers opted to be trained in leadership-related matters and to revive the CPD committee.
- Full Text:
- Date Issued: 2020
Former BETD graduate's understanding and implementation of reflective practice in the Rundu region of Namibia
- Authors: Mwala, Maria Elizabeth
- Date: 2007
- Subjects: Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1547 , http://hdl.handle.net/10962/d1003429 , Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Description: The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.
- Full Text:
- Date Issued: 2007
- Authors: Mwala, Maria Elizabeth
- Date: 2007
- Subjects: Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1547 , http://hdl.handle.net/10962/d1003429 , Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Description: The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.
- Full Text:
- Date Issued: 2007
Action research on an organization development intervention in a secondary school in the Erongo education region of Namibia
- Authors: Neshila, Selma
- Date: 2005
- Subjects: Education -- Namibia , Educational change -- Namibia , Education and state -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1418 , http://hdl.handle.net/10962/d1003299
- Description: Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.
- Full Text:
- Date Issued: 2005
- Authors: Neshila, Selma
- Date: 2005
- Subjects: Education -- Namibia , Educational change -- Namibia , Education and state -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1418 , http://hdl.handle.net/10962/d1003299
- Description: Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.
- Full Text:
- Date Issued: 2005
Research portfolio
- Authors: Garosas, Elfriede S
- Date: 2004
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Home economics -- Study and teaching -- Namibia , Teaching -- Namibia , College teachers -- Training of -- Namibia , Universities and colleges -- Curricula -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2010 , http://hdl.handle.net/10962/d1015966
- Description: [From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
- Full Text:
- Date Issued: 2004
- Authors: Garosas, Elfriede S
- Date: 2004
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Home economics -- Study and teaching -- Namibia , Teaching -- Namibia , College teachers -- Training of -- Namibia , Universities and colleges -- Curricula -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2010 , http://hdl.handle.net/10962/d1015966
- Description: [From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
- Full Text:
- Date Issued: 2004
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