Africa Handbook for School Leadership

Vitallis Chikoko (Editor)
University of KwaZulu-Natal, Edgewood Campus, Ashwood, Republic of South Africa

Series: Education in a Competitive and Globalizing World
BISAC: EDU044000

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Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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This handbook was conceived upon a realisation that while education systems in African countries share many commonalities because of a common history, there was paucity of shared literature regarding school leadership in those systems. Scholars and students of Educational Leadership and Management have for many decades relied, in fact over-relied on literature from Europe, North America and Australia. The dilemma is that literature from the latter regions of the world cannot and will not tell Africa’s story to the full. In many an education system, sound leadership is the missing link not only in the running of the education systems but the entire states. In seeking to deeply understand and address this leadership conundrum, it is imperative that African scholars tell their own African ‘stories’ by way of generating cutting-edge literature in that regard, particularly empirical evidence.

This handbook is a one-stop platform on which readers including under- and postgraduate students of education, novice and seasoned researchers in the field of educational leadership and management, education policy makers and non-governmental organisations have an opportunity to consume empirical evidence by African scholars on aspects of school leadership in Africa. Students of comparative education will also find this collection very useful. Non-governmental organisations may find this handbook quite revealing in terms of some of the common issues emerging that may be worth investing funds into. A typical example of such themes is the development of school leaders. Authors were invited to write on a school leadership matter they considered topical in their country. Each author did not have any knowledge about what others were writing about their own countries. Therefore the handbook is a collection of topics unique to a country according to the author in question. Therefore even where the chapter titles may sound similar, the content in each case is contextually different. Context is very important all cases when we seek to understand and write about any subject. This collection is rich in contexts from East, Central, North, West and Southern Africa. Thus, this handbook is ideal in every University Faculty of Education library, in the shelves of education policy makers and in the hands of all those who are passionate about advancing educational leadership on the African continent and the scholarship of this field worldwide.
(Imprint: Nova)

Preface

Chapter 1. Leadership: The Missing Link
(Vitallis Chikoko, University of KwaZulu-Natal, Durban, South Africa)

Chapter 2. PACT Model for Successful Learner Outcomes in Schools Facing Multiple Deprivation in South Africa
(Felix Maringe and Felix Maringe, University of the Witwatersrand, Division of Education Leadership and Policy Studies, Johannesburg, South Africa, and others)

Chapter 3. The Extent of Decentralisation in Education: Evidence from Selected Secondary Schools in the Northern Education Division in Malawi
(Victor Yobe Mgomezulu and Nathalis Guy Wamba, Mzuzu University, Malawi, and others)

Chapter 4. Botswana School Leaders and the Law: Perspectives of Practice
(Bernard Moswela, University of Botswana, Gaborone, Botswana)

Chapter 5. How Well Are School Heads Prepared for School Headship Positions? Evidence from Basic and Senior High Schools in Ghana
(Vera Rosemary Ankoma-Sey, College of Distance Education, University of Cape Coast, Cape Coast, Ghana)

Chapter 6. The Development of Learner Voice and Leadership in Namibian Schools: A Case Study of Two Formative Interventionist Research Projects
(Carolyn (Callie) Grant and Farhana Amod Kajee, Rhodes University, Grahamstown, South Africa)

Chapter 7. Enhancing School Principals’ and Teachers’ Emotional Intelligence: Perspectives of Four School Principals in Ekiti State, Nigeria
(Feyisayo Akinola and Thamsanqa Thulani Bhengu, University of KwaZulu-Natal, Durban, South Africa)

Chapter 8. Surviving or Thriving? The Status of School Leadership Preparation in Kenya
(Lucy A. Wakiaga, Tangaza University College, Nairobi, Kenya)

Chapter 9. Diversity and School Leadership in Rapidly Transitioning Schools in Zimbabwe: Towards School Cultures That Are Inclusive in Their Diversity
(Chrispen Chiome, Zimbabwe Open University, Harare, Zimbabwe)

Chapter 10. Educational Leadership in Egypt
(Ted Purinton, Bahrain Teachers College, University of Bahrain, Zallaq, Bahrain)

Chapter 11. Learning-Centred Leadership and Student Achievement in Schools: Evidence from Uganda
(David Onen, College of Education and External Studies, Makerere University, Uganda)
Chapter 12. No-Fee Schools in South Africa: Narrative Vignettes of School Leaders’ Response to Context
(Inbanathan Naicker, School of Education, University of KwaZulu-Natal, Durban, South Africa)

Chapter 13. A Microscopic View of Education Act 2010 in the Management of the Lesotho Education System: Its Prospects and Flaws
(Dira Khama, Department of Educational Foundations, Faculty of Education, National University of Lesotho, Roma, Lesotho)

Chapter 14. School Leadership and Management in a Changing Eswatini Context: Tensions in the Dominant Models of Practice
(Njabuliso H. Nsibande, University of Swaziland, Kwaluseni, Eswatini)

Chapter 15. School Leadership and the Creation of a Gender Responsive Environment in Zimbabwe
(Irene Muzvidziwa, Midlands State University, Gweru, Zimbabwe)

Chapter 16. Exploring Successful School Leadership Practices: Lessons from South African Schools in Rural Settings
(Thamsanqa Thulani Bhengu, University of KwaZulu-Natal, Durban, South Africa)

Chapter 17. South African Teachers Seeking to Cope with Daily Workload: Implications for School Leadership
(Hlengiwe Nguse and Vitallis Chikoko, University of KwaZulu-Natal, Durban, South Africa)

About the Authors

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