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Teacher leadership for supporting learners in an Islamic school context
Dissertation (Med (Education Management, Law and Policy))--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613617174609920 |
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| access_status_str | Open Access |
| author2 | Marishane, R.N. (Nylon) |
| author_browse | Marishane, R.N. (Nylon) |
| author_facet | Marishane, R.N. (Nylon) |
| collection | Thesis |
| dc_rights_str_mv | © 2022 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 | Dissertation (Med (Education Management, Law and Policy))--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/89210 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:59.552Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| 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:2263/89210 Teacher leadership for supporting learners in an Islamic school context Marishane, R.N. (Nylon) u18270052@tuks.co.za Ebrahim, Muhammed Javeed UCTD Teacher leadership Children’s learning Islamic context Religion Secular democracy Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Dissertation (Med (Education Management, Law and Policy))--University of Pretoria, 2022. Teacher leadership is an essential research focus area in wealthy nations with well-established democracies. In South Africa, teacher leadership research is still emerging. The focus has been on shifting the role of the principal to more distributed forms of leadership which recognises the informal roles that teacher-leaders play including addressing contextual and cultural issues. Teacher leadership for supporting learners1 with regard to their learning in an Islamic context does not feature in South African literature. Therefore, this study aimed to explore how teacher-leaders lead to support children’s learning in an Islamic school environment. The conceptual framework underpinning this study was informed by an Islamic worldview and education priorities in a secular democracy. The study was conducted in the Pretoria West region with three private schools that catered for predominantly Muslim children. Eight teacher-leaders from these schools participated in the study. The data was generated through semi-structured interviews. The findings revealed that teacher-leaders supported children’s learning through different context-related dimensions. As God’s trustees and active agents of knowledge generation and skills development, the teacher-leaders utilised their Islamic theological frame of reference to guide their work. They enacted the principles of distributed, spiritual, and servant leadership to execute their responsibilities. Additionally, they positioned themselves as communicators, motivators, monitors, confidence-builders, mentors and knowledge disseminators to have impact on the school community. Moreover, they were enabled to lead effectively and efficiently via collaboration and relationship-building processes based on trust and intrinsic motivation. Although they were constrained in their work through bureaucratic processes that affected innovation, heavy workloads that reduced time for individual attention, and incorrect techniques of interventions, teacher-leaders were resilient. The study concludes with a call to Muslim scholars and educationists to give more attention to teacher-leadership in the Islamic school context. This meeting of minds and learning exchanges can positively influence teacher-leaders' shared understandings, programmes, and professional development. bs2026 Education Management and Policy Studies Med (Education Management, Law and Policy) Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2023-02-07T08:27:33Z 2023-02-07T08:27:33Z 2023-05-10 2022 Dissertation * S2023 https://repository.up.ac.za/handle/2263/89210 en © 2022 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 Teacher leadership Children’s learning Islamic context Religion Secular democracy Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Teacher leadership for supporting learners in an Islamic school context |
| title | Teacher leadership for supporting learners in an Islamic school context |
| title_full | Teacher leadership for supporting learners in an Islamic school context |
| title_fullStr | Teacher leadership for supporting learners in an Islamic school context |
| title_full_unstemmed | Teacher leadership for supporting learners in an Islamic school context |
| title_short | Teacher leadership for supporting learners in an Islamic school context |
| title_sort | teacher leadership for supporting learners in an islamic school context |
| topic | UCTD Teacher leadership Children’s learning Islamic context Religion Secular democracy Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | https://repository.up.ac.za/handle/2263/89210 |