MINDS AND HEARTS EXPLORING THE ROLE OF THE TEACHER AS A LEADER IN THE CLASSROOM Professor Vitallis Chikoko and Dudley Forde

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MINDS AND HEARTSEXPLORING THE ROLE OF THE
TEACHER AS A LEADER IN THE CLASSROOMProfessor
Vitallis Chikoko and Dudley Forde
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Teacher leadership

• Devishly complicated frustratingly
  ambiguous.(Grant)
• Under recognised and under researched.
• One of seven roles for educators in South African
  Policy

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• e duco
• EDUCATION
• educare educere

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SOUTH AFRICAN EDUCATION

• Excellent policies, generous funding, powerful
  intentions non delivery.
• e.g. 1998 2009
• Only 35,6 wrote Matriculation examination
• Only 21,6 passed.
• Only 7.1 gained University entrance
• e.g. Literacy and numeracy rates amongst the
  lowest in the world.

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There is a great divide between a small minority
of schools that are doing OK and the vast
majority that are in trouble. The stark reality
is that some 60-80 of schools in South
Africa today might be called dysfunctional. (Blo
ch, 2009, p. 170)
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RESEARCH CRITICAL QUESTIONS

1. What do teachers understand by leadership of
   pupils in a class?
2. How does teacher leadership of pupils in a class
   occur?
3. Why does teacher leadership of pupils in a class
   occur or not occur?

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A TEACHER - A LEADER A MANAGER AN ADMINISTRATOR
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leadership
Who is chosen to lead, and how she or he does
so, truly makes a difference R.Giulliani
Progress occurs when courageous skilful leaders
seize the opportunity to change things for the
better H.S.Truman
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LITERATURE REVIEW
Literature Review
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INDICATORS OF LEADERSHIP


KNOWING UNDERSTANDING CONCEPTS KNOWING ABOUT
SELF KNOWING THOSE WE LEAD
RELATING AFFIRMING COMMUNICATING PRESENCE R
EACHING OUT RECEPTIVITY RESPECT SOCIABILITY
BEING AUTHENTIC VALUES
PRINCIPLES ANALYTICALLY INTELLIGENT EMOTIONALLY
INTELLIGENT PERSONALITY
INTELLIGENT SERVING STRATEGICALLY
INTELLIGENT SURGENT
DOING ENVISION EMPOWER ENROLL
INSPIRE MOBILISE MEET NEEDS
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RESEARCH DESIGN
RESPONDENTS (47)
DATA COLLECTION INTERVIEWS - INDIVIDUAL
(5) INTERVIEWS - FOCUS GROUP (5)
OBSERVATION (4X3)
FILM STIMULUS FOCUS GROUPS (5)
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TEACHER UNDERSTANDING OF LEADERSHIP

• Few knew of the legislation
• identifiedwere
• KNOWING Subject Pupils
• DOING Inspire Take charge Vision Empowering
  .
• BEING Role model, Values, EQ, Service, Passion
  and Energy, Surgent.
• RELATING Reach out, Build Trust Respect
  Talking Listening, Presence.

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INCIDENCE OF USE OF HALLMARKS OBSERVED
KNOWING 27 (self 27) BEING
137 (high standards 33) DOING
145 (meeting needs 99,
stimulate intellect 38) RELATING
80 (affirming 38,
individual consideration 24) TOTAL
389
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A TEACHER LEADERSHIP MODEL THE GOALS AND
PURPOSE OF EDUCATION BEST
PRACTICE TEACHING
CLASSRROM
AND
INFLUENCE LEARNING
CULTURE
STRATEGY INFLUENCE
TECHNICAL
ISSUES

THE TEACHER
LEADING AND MANAGING KNOWING
BEING DOING RELATING
Koestenbaum 1991 adapted
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WHY LEADERSHIP OCCURS

• CIRCUMSTANCE
  CALLING
• CHARACTER COMPETENCE

LEADERSHIP
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CONCLUSIONS

• TO TEACH IS TO LEAD

• NO TEACHER IN THE STUDY HAD ANY FORMAL LEADERSHIP
  DEVELOPMENT

• TEACHERS DID NOT KNOW WHAT THEY KNEW ABOUT
  LEADERSHIP

• LEADERSHIP THAT IS RELEVANT TO TEACHING

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ACTION CENTRED LEADERSHIP MODEL - Dr. J. Adair
MEETING NEEDS
TASK GROUP
INDIVIDUAL
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CONCLUSIONS

• TO TEACH IS TO LEAD

• NO TEACHER IN THE STUDY HAD ANY FORMAL LEADERSHIP
  DEVELOPMENT

THANK YOU

• TEACHERS DID NOT KNOW WHAT THEY KNEW ABOUT
  LEADERSHIP

• LEADERSHIP THAT IS RELEVANT TO TEACHING