The managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in Kwazulu-Natal

Abstract

A number of educational reform initiatives are being introduced in South Africa to address the imbalances of the past. Schools with different backgrounds are expected to implement these reform initiatives. Due to their diverse contexts, schools approach, interpret and implement these initiatives differently. Consequently, these schools demonstrate different attitudes towards these initiatives. Whole-school evaluation is one of these reform initiatives. As a result of the changes taking place in the education system in South Africa, roles performed by all stakeholders in the education system have also been affected. Since the principal is fully responsible for the proper functioning of the school, this study explored his/her managerial role in whole-school evaluation, particularly within the context of disadvantaged schools/communities. It examines how educational changes impact on the roles of the principal, particularly the principal of a disadvantaged school. The study includes a literature review from local and international perspectives of whole-school evaluation, the managerial role of the principal and disadvantaged schools/communities. A qualitative investigation of the managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in KwaZulu-Natal was conducted. Data were analysed, discussed and synthesised. The study revealed that whole-school evaluation is not fully being implemented. Shortage of supervisors in the province, lack of educator training, particularly of principals in whole-school evaluation and lack of support from the Department of Education, particularly District Offices, are regarded as the major factors that impede the proper implementation of whole-school evaluation. As a result principals are not certain about the roles they should play in whole-school evaluation. The study shows that findings and recommendations of the supervisors have not been addressed. This is attributed to the poor communication between the District Office and schools to address areas identified by schools in their improvement plans. What compounds the problem is that the role of the Circuit Office in whole-school evaluation is unclear. This has a bearing on the functioning of schools because the Circuit Office is closer to the schools and should, therefore, communicate with them regularly. Based on findings, recommendations for improving the role of the principal were proposed.

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