Teacher leadership in South African schools Online publication date: Fri, 01-May-2020
by Tsediso Michael Makoelle; Thabo Makhalemele
International Journal of Management in Education (IJMIE), Vol. 14, No. 3, 2020
Abstract: The purpose of this study was to explore the role of teacher leadership in the transformation of schools since the advent of the new political dispensation in South Africa. This qualitative study using structuration theory as a lens employed unstructured interviews with 44 teachers (including heads of department, deputy principals and principals) selected from previously advantaged and previously disadvantaged schools. Data were analysed using inductive qualitative data analysis. Among the findings of the study, teacher leadership is conceptualised differently among teachers with a privileged background and those from less privileged backgrounds. The study has shown that teacher leadership is a phenomenon that has political and professional implications and that it was influenced by past struggles of teachers in the previous education dispensation during the apartheid era. While the study has found that political teacher leadership was dominant, it recommends more training of teachers to enhance professional teacher leadership.
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