The need for internship in the development of school principals
Ndamase, Zoleka Judith
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The aims of this research are to: investigate how the serving school principals perceive the training they received at universities and colleges of education to develop them for formative and instructional school leadership; investigate the influence of internship in the development of aspirant school principals; 0 investigate if there is a need for a prescribed internship in the development of aspirant school principals in South Africa; and 0 make recommendations for the universities and the South African government to introduce internship development of aspirant school principals. In the empirical investigation, a survey was conducted on the need for internship in the development of school principals, in the form of tape-recorded interviews, in twenty-eight schools in the Vaal Triangle. Findings indicated that the respondents realise the need for internship in the development of school principals. The results revealed that all principals who participated in the investigation were interested in their new jobs when they started, because they wanted to implement skills acquired at lower levels, to 'turn their schools around', and some were interested because of challenges involved. However, this enthusiasm was short-lived because many have no formal training to be instructional, formative, facilitative, transformational and participatory leaders. Most of the principals in the Vaal Triangle are not adequately prepared for their managerial and leadership tasks as some indicate that they lack confidence in leading and managing effective teaching and learning, delegating tasks, dealing with defiant staff, handling learner discipline and involving parents in school matters. The majority of principals lack problem solving, decision-making, listening, communication and analytical skills. These principals are unable to inspire and empower educators and learners, work collaboratively with all stakeholders, and transform the school into a learning community. Most principals work in isolation without support, assistance, partnership and collaboration with district officials, facilitators of educational management in institutions of higher learning and peers in other schools. Recommendations for further research and the implementation of findings were made, inter alia, for the development of an internship programme for beginner principals especially those from disadvantaged communities such as townships and farms, to prepare them for effective leadership in their respective schools.
- Education