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- Title
Teacher Leadership and Professional Maturity: Responding To Support Needs of Novice Teachers in Historically Black Schools in South Africa.
- Authors
Msila, Vuyisile
- Abstract
Universally, as schools have become more complex, the need for effective leadership has been embraced. School principals, school management teams, parents, and communities all need to work collaboratively to improve the school's performance inside and outside the classroom. Assiduous school leaders will always magnify the professional development programmes for all their teachers if they are to sustain effective teacher practice and improve learner success. In this case study, eight novice teachers from two historically black primary schools described their teaching experiences through narratives. The school principals from both schools communicated models that enhanced teacher responsibility such as teacher leadership and the entrenching of professional teacher maturity. The results demonstrated that many novice teachers would like to be part of school growth and school leaders need to listen. The major conclusions demonstrate that meticulous school leaders would build their schools by finding ways of developing the professional maturity of their novice teachers who should be prepared to be teacher leaders from the beginning of their careers. Schools that seek improvements as they obviate challenges should underscore the professional roles of all teachers in teaching, classroom management, and teacher leadership. There is no better time to start nurturing teacher professional growth than when they are still new to the profession.
- Subjects
SOUTH Africa; TEACHER leadership; BEGINNING teachers; CAREER development; SCHOOL principals; SCHOOL administration; PROFESSIONAL ethics of teachers; SUCCESS; TEACHER role
- Publication
Journal of African Education, 2024, Vol 5, Issue 1, p223
- ISSN
2633-2922
- Publication type
Article
- DOI
10.31920/2633-2930/2024/v5n1a10