Factors Affecting South African District Officials’ Capacity to Provide Effective Teacher Support

Bongani Douglas Bantwini · Nolutho Diko

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Educational Assessment and Improvement Teacher Education and Leadership Studies African Education and Politics

Abstract

The role of district officials as education reform agents is undeniable. Through perspectives analyses, we explore factors that affected the capacity of eight South African districts to provide effective teacher support during the last implementation of natural science reforms. We argue that district officials’ capability and reality issues are some of the factors that are likely to determine the success or failure of reforms. Further, they have the gravity to nullify the efforts to improve school performances. Lastly, we propose ways to bridge the gap between theory and practice and strategies to promote partnership between district officials and schools.

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References

1986Qualitative Data Analysis: A Sourcebook of New Methods 2005Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change 2000Cognition and Policy Implementation: District Policymakers and the Reform of Mathematics Education 1997Reconstructing Conceptions of Local Capacity: The Local Education Agency’s Capacity for Ambitious Instructional Reform 2002“Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices 2004Elusive Equity: Education Reform in Post-Apartheid South Africa 2002School districts and instructional renewal 2007Curriculum reform in post-1990s sub-Saharan Africa

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2014When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development 2012Primary school science teachers’ perspectives regarding their professional development: implications for school districts in South Africa

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