Influence of School Contexts on Leadership Practices

Putting Deputy Principals Under the Microscope

Datos Bibliográficos

ID16911263
AutoresSibonelo Blose (0000-0002-7328-6383, University of Pretoria, autor de correspondencia)
Año2024
Volumen14
Número1
Fecha de publicación2024-01-01
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440241237875
OpenAlexW4393227723
IdiomaEN
Citas recibidas2
Referencias citadas40

The study reported herein examined the influence of school contexts on leaders’ leadership practices in South Africa. To this end, deputy principals were put under the microscope to scrutinize the relationship between their leadership practices and the school contexts in which they operate. The narrative inquiry—a qualitative methodology—was adopted to engage with deputy principals’ lived experiences. Five deputy principals were purposively and conveniently sampled, each representing a different school context. Narrative ways of generating and analyzing field texts were utilized. The findings revealed disparities in the influence of school contexts on the deputy principals’ leadership practices. While lower Quintile schools appeared to subject deputy principals to a state of leadership deficit, higher Quintile schools appeared to be springboards that enable the leadership endeavors of deputy principals. These disparities reflect inconsistencies in South African communities, mostly characterized by social and economic inequality

Economics · Educational leadership · Leadership · Leadership studies · Leadership style · Management · Pedagogy · Political science · Public relations · Sociology · Collaborative Teaching and Inclusion · Educational and Psychological Assessments · Psychology · Teacher Education and Leadership Studies

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