Inadequate infrastructure and facilities negatively affect educational outcomes
The students have the right of getting quality education and they have to be provided with adequate infrastructure and the facilities that can create positive effect on the students. The educational leaders of South Africa have to face challenges that creates negative effect on educational outcome of the students (Adams 2018). They can introduce innovative changes that can help to improve the present condition of the schools. The changes can take place within the school with the aid of educational innovation that can elevate present condition of the schools. There has to be creative education management that can help in keeping up with process of the evolution within field of the education. They can provide freedom to the teachers that can help to bring out creative potential of the individual employees. There has to be provision for professional development of the teachers that can act as an effective strategy for improving present condition of the school (Dennison and Shenton 2018). It can act as a continuous planned process that can help to upgrade level of task performance of the teachers within the educational environment. The training has to be arranged by educational leaders that can help to imbibe creativity among the school teachers. There has to be encouragement of classroom observation and the instructional rounds that can aid in the introduction of innovative changes within the school environment. The school leaders have to create the spaces in which teachers get the opportunity for sharing with each other. There has to be shared vision and the instructional language which can help in encouraging innovation and experimentation within the educational environment (Agosto and Roland 2018). The educational leaders have to arrange for a proper library which can assist in learning process of school. The library room has to be located within the place in which the students do not get disturbed by noises that can be useful for the teachers for imparting proper learning to the students. The students and the educators have to be provided access to the comprehensive infrastructure that can help to facilitate effective learning of the students within the classroom. The students have to be provided with robust and the flexible learning infrastructure that can help to effectively engage the students in the classroom. The students have to be provided access to the technology tools which can help the students for designing and exploring. There has to be persistent access to the internet within and outside the school which can be instrumental in providing right learning experiences for the students (Booranakit et al. 2018). There has to be powerful learning devices which can connect educators and students and facilitate collaboration. There has to be provision for digital learning content which can be instrumental for the delivery of right learning experience for the students. There has to be instructional program coherence that can assist in effective learning of the students within the framework of educational setting. The common framework has to be developed in the school that can help to provide support to the students.
Promoting teacher professional development for better task performance
The failure of the government for addressing issues can bear consequences on lives of the young people within the country. The teachers can devise various ways that can help to curb inequality prevailing in the schools. The groups of the students can be organised within the classroom on the basis of pre-conceived idea of the ability that can help in rethinking ability grouping in the classrooms. The open-ended activities can be practised that can help the students for solving the problems (Castillo and Hallinger 2018). The students have to be furnished with opportunity for working together that can help the students for working together and for remove inequalities in educational institutions. The language has to be checked and there has to be interrogation of language that can help the students. The curriculum has to be made relevant that can help to be representative of students. The principal needs to have understanding with teacher that can help in the promotion of accountability in the educational institutions of South Africa. The school administrators have to be made accountable for utilisation of resources that can help them to achieve optimal outcome within the educational system (Connolly, James and Fertig 2019). There has to be evaluation process in the schools that can help in reviewing progress of educational system and devising new measures for bring about improvement and the development within the schools. There has to be effective supervision which can assist the educational administrators for fostering professional growth of the workers within the educational system. The principals have to play a crucial role for the development of “professional community” that can help to guide the teachers that can help to improve the process of instruction. The effective principals have to encourage the continued professional learning which can help in improving teaching and learning process. They can lay stress on research-based strategies that can initiate discussions regarding instructional approaches which have been adopted within the schools (Dennison and Shenton 2018). The teachers have to be encouraged for building their skills that can help to improve proficiency level of the teachers. The meeting time of teachers can be used for the planned purpose and it can align itself with broader goals of the school. It can be useful for monitoring progress of the students that can help to plan the student-specific supports. The principals have to maintain collective focus on the school goals and they can co-ordinate work within the teams that can help to facilitate collective efforts. It can help in ensuring that solutions have been shared and they have been applied across the school. The role of Senior Management Team (SMT) within the educational system is to look after daily activities in the school that can help to improve individual attainment of the students. They have to involve themselves in active listening that can help them to understand problems being faced by the students. They can set clear vision before the students that can help the students for attaining their goals.
The education system is adversely affected by the inequalities and they are not being tackled by local government that have paved the path for underperformance of the students. The servant leadership can be made use of within the schools and it can be instrumental in improving teaching effectiveness within the schools. The role of principal as servant leader can be vital for the schools and it can enable teachers for carrying out acts. It can help in the communication of larger vision that can help to develop close bond in between teachers and the students (Garland and Tadeja 2013). It can help to instil excitement among the teachers and it can uproot inequalities in the schools of South Africa. It can help in influencing personal values of teachers that can make them treat the students equally. The educationally sound decisions can be made by educational management that can help to maximise abilities of the students. The school administrators have to make the data-driven decisions that can be effective for the development of appropriate interventions that can attest to demands of students. The decisions should not be based on the existing bureaucratic processes that can help to ensure freedom for students and the teachers (Keban, Arifin and Wahyono 2019). The educational leaders have to set realistic aims that can help to satisfy needs of the learners. The decentralisation have to be encouraged that can endow power on individual teachers and help them to serve the students. The changes have to be brought within administrative role of principal and it has to change from practicing leader having technical duties to full-time manager that can help in enhancing quality of the schools. There has to be increased decentralisation of the education systems which can help the school leaders for carrying out negotiations with the multiple powers and the stakeholders. The procedures have to be implemented for the setting of central curriculum that can help to increase knowledge of the students (Kruger and Van Schalkwyk 1997). The special programmes can be used and there has to be concomitant accountability that can be used by educational authorities for ensuring that priorities have been met within the schools. The school leaders have to acquire new skills of the ‘grantsmanship’ that can be of great benefit for the students. The decision-making of school principals can be said to be complex and it has to involve high standard for achievement of the students that can help to bring about significant changes within the educational system (Lemos and Liberali 2019). The staff within the school has to be made accountable by educational leader that can help to ameliorate academic progress of the students. The school leader has to be made personally accountable that can help to bring about the measurable student achievements that can help to provide best results for the students. The systems thinking have to be used by educational leadership in South Africa that can help them to perceive inter-relationships and patterns of change taking place within the broader society. It can help to perceive the world as the complex system that can be instrumental in improving capability of the teachers.
Provision for digital learning content and instructional program coherence
Amnesty International has visited the different schools having insufficient resources for meeting requirements for decent education and this have to be borne by Department of Basic Education. The principals can make meaningful contributions within the schools that can help to improve present prospect of the school. The principals have to set clear sense of the direction that can be instrumental for developing members of the staff (Naidoo and Petersen 2015). There has to be shared understanding within the organisation that can enable individuals for making sense of the work within the organisational setting. The educational leaders have to make school improvement plans that can help the schools for making effective progress in the present times. There has to be school goals and individual goals that can help in fostering open and the honest communication within the classroom. The principals can make significant suggestions and they can voice their concerns that can bear positive effect on future of the students (Olowoselu et al. 2019). The principal has to define mission of school and they have to manage instructional program that can help in the promotion of positive learning climate. It can help in increasing emotional intelligence of the leaders which can help in the reduction of frustration within the educational environment. The principals can develop individuals with the help of individualised support that can help in taking various forms within the schools. The principals can make arrangements for peer observations of the teachers and they can debrief sessions with the colleagues that can help to serve the school in the better manner. The principal can act as agent of the change by re-designing organisation that can help them to make use of effective practices that can bear positive effect within the classroom (Reynolds and McKimm 2021). The extrinsic financial benefits can be provided to the teachers that can provide them with motivation for bringing about improvement in their teaching process and strategies. The principals can bring about modifications of organisational structure and they can change schedules which can help to ensure that teachers have been able to share the common planning time and make use of the time for improving the instructional process. This re-structuring can help in reinforcing usage of the collaborative process existing among the teachers. The organisation has to be re-designed that can make leaders capitalize on competence of other individuals which needs the collaboration (Ryan 2014). The principals have to engage themselves in participative leadership that can help in the implementation of character education within the context of education. It can endow principals with the authority that can help in the management of school on the basis of competence, motivation and the commitment for presenting the best results. It can help to involve efforts of teachers that can help in facilitating participation for making effective decisions within the schools. It can help the principals for empowering teachers that can help to connect the authority approach and the behavioural approach in regard to leadership. It can act as constant reference that can help in the implementation of character education that can improve prospects of the students.
References
Adams, D., 2018. Mastering theories of educational leadership and management. University of Malaya Press.
Agosto, V. and Roland, E., 2018. Intersectionality and educational leadership: A critical review. Review of Research in Education, 42(1), pp.255-285.
Booranakit, N., Tungkunanan, P., Suntrayuth, D. and Ebenezer, J., 2018. Good governance of Thai local educational management. Asia-Pacific Social Science Review, 18(1), pp.62-77.
Castillo, F.A. and Hallinger, P., 2018. Systematic review of research on educational leadership and management in Latin America, 1991–2017. Educational Management Administration & Leadership, 46(2), pp.207-225.
Connolly, M., James, C. and Fertig, M., 2019. The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management Administration & Leadership, 47(4), pp.504-519.
Dennison, W.F. and Shenton, K., 2018. Challenges in educational management: Principles into practice. Routledge.
Garland, V.E. and Tadeja, C., 2013. Educational leadership and technology: Preparing school administrators for a digital age. Routledge.
Keban, Y.B., Arifin, S. and Wahyono, R., 2019. SWOT Analysis and Its Implementation Strategies in Educational Management. Journal of Education and Practice, 10(12), pp.86-92.
Kruger, A.G. and Van Schalkwyk, O.J., 1997. Classroom management. JL van Schaik.
Lemos, M. and Liberali, F., 2019 The creative chain of activities towards educational management transformation: Findings from an intravention case study. International Journal of Educational Management.
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