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Leadership practices of principals in multiple deprived contexts : a case of successful schools
Thesis (PhD)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2020
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| _version_ | 1867613625926025216 |
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| access_status_str | Open Access |
| author2 | Ogina, Teresa Auma |
| author_browse | Ogina, Teresa Auma |
| author_facet | Ogina, Teresa Auma |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/76719 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:07.647Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/76719 Leadership practices of principals in multiple deprived contexts : a case of successful schools Ogina, Teresa Auma nontuthuzelo.mhlanga@up.ac.za Mhlanga, Nontuthuzelo UCTD Multiple deprived context school leadership management teaching and learning challenging circumstances Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Thesis (PhD)--University of Pretoria, 2019. School principals lead and manage schools to achieve success. However, some schools are located in multiple deprived contexts, which affect the school internally and externally. Little is known about how principals in well-performing schools manage teaching and learning despite the contextual challenges. This study explored the role of successful school principals managing teaching and learning in schools in multiple deprived contexts in Gauteng Province. A qualitative case study within a constructive / interpretivist paradigm was adopted for the research. The theoretical framework of this study is grounded in the Context-Responsive Leadership theory by Bredeson, Klar and Johansson. Eleven secondary schools performing well in the Senior Certificate Examination in Tshwane North District were purposefully selected for the study. The school principals were the participants in this study. The data was obtained from different sources which include semi-structured interviews, observations and documents review. The data was thematically analysed and the results were categorised according to themes and sub-themes. The findings of the study highlight the economic and social factors used by the principals to describe the context of their schools as well as other external and internal factors that affected teaching and learning. Collaborative leadership, as well as instructional leadership of the school principal, seem to be a common strategy used by the principals of successful schools to overcome the contextual challenges. The principals also applied other relevant context-responsive leadership practices in their multiple deprived schools. The study concluded that leadership practices of school principals seemed to be based on an understanding and interaction of self and the context in which the school operates. bs2026 Education Management and Policy Studies PhD Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2020-11-04T15:09:41Z 2020-11-04T15:09:41Z 2020/04/20 2019 Thesis Mhlanga, N 2019, Leadership practices of principals in multiple deprived contexts : a case of successful schools, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76719> A2020 http://hdl.handle.net/2263/76719 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Multiple deprived context school leadership management teaching and learning challenging circumstances Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Leadership practices of principals in multiple deprived contexts : a case of successful schools |
| title | Leadership practices of principals in multiple deprived contexts : a case of successful schools |
| title_full | Leadership practices of principals in multiple deprived contexts : a case of successful schools |
| title_fullStr | Leadership practices of principals in multiple deprived contexts : a case of successful schools |
| title_full_unstemmed | Leadership practices of principals in multiple deprived contexts : a case of successful schools |
| title_short | Leadership practices of principals in multiple deprived contexts : a case of successful schools |
| title_sort | leadership practices of principals in multiple deprived contexts a case of successful schools |
| topic | UCTD Multiple deprived context school leadership management teaching and learning challenging circumstances Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/76719 |