| dc.description.abstract | The focus of this study was on school principals' ability to influence the improvement of under- performance in rural schools. The effectiveness of school leadership lies within the principal’s
competency in management, knowledge, his/her capacity to manage teaching, learning and school
discipline. School leadership is regarded as an important tool for guiding schools out of their under- performance. Bourdieu’s theory of habitus and field was used to contextualise effective school
leadership and to explore how principals can make use of capital and power to improve schools’
under-performance. A detailed literature study was undertaken to understand what effective school
leadership is and how it can be used to improve learner performance. The literature was also used
to explore how contextual and individual factors influence leadership for the sustained improvement
in rural schools’ performance.
The researcher used a qualitative, phenomenological approach embedded in interpretivism to
examine the ability of principals to influence the improvement of performance in under-performing
schools in rural areas. Purposive sampling was used to select participants to gain insight into the
challenges and difficulties in improving under-performance in rural areas. The interview schedule
was used to guide the researcher in conducting individual interviews with selected principals to
generate the empirical data. Trustworthiness of the study was ensured in the collection and
interpretation of data. Collected data was transcribed, analysed, and interpreted. The data was also
arranged according to themes using content analysis.
Findings in the research include the following:
The literature revealed that effective school leadership means that the principals must demonstrate
the ability to effectively carry out mandated administrative duties aimed at achieving the school's
goals and objectives. Effective school leadership was also explained as the principal's capacity to
manage groups of people. The theory of habitus and field identified the effective use of a principal’s
habitus, capital, field, and power in leadership. The literature regards effective school leadership as
an important tool in guiding schools out of under-performance and dysfunctionality.
Bourdieu’s theory explained that people in leadership positions have the legitimate power to
influence the improvement of under-performance. Literature emphasised that principals have the
power to influence, which is the ability of the principal to convince and inspire people to work towards
achieving the vision of the school. The findings emphasised on principals deliberate and conscious
practice or exercise of power. The non-usage of power by principals of under-performing schools
hinders their ability and strength to persuade people to do what the principal believes to be right and
beneficial for the school. Data proved that principals of under-performing schools do not have power
to influence, convince and inspire people to work towards achieving the vision of the school. Findings
outline that the following powers were unavailable to principals of under-performing schools, expert
power, referent power, charismatic power, information power, as well as Legitimate power:
Both data and literature outlined factors that pose leadership challenges to principals in under-
performing schools in rural areas. These factors were found to be within the immediate school
environment and in the larger school environment. Factors within the immediate school environment
include the quality and attitude of educators towards their work, educators’ low motivation,
overcrowded classrooms, the lack of adequate facilities (i.e., libraries and laboratories), a shortage
of textbooks, conflicts and power struggles and inadequate financial resources. Factors in the larger
school environment were identified as ineffective support by stakeholders and socio-economic
factors.
The data also revealed that principals do not have the skills to resolve power struggles and conflicts.
Furthermore, literature indicated that leadership challenges in under-performing schools are a result
of the inability of principals to use power and capital in leadership. Principals of underperforming
schools fail to correctly implement policies in the field to address issues in the school. The findings
also identified socio-economic factors in rural areas; it was, however, noted that there are little
principals can do to address these challenges. Principals can only be given the capacity to manage
schools amid such challenges.
Principals of under-performing schools in rural areas expressed difficulties in improving under-
performance. Factors making it difficult for principals to improve low academic performance were
found to be in twofold: the field factors which included ineffective feeder schools; inadequate
resources; the lack of parental involvement; the lack of educator development; ineffective SGBs and
other community structures; low levels of learner-motivation; poor policy implementation and
management; poor monitoring and control; and the habitus factors which involved lack of
consistency; lack of decisive leadership; ineffective communication practices; lack of problem solving
skills.
Bourdieu’s theory explored the ability of principals to improve learner performance in under-
performing schools in rural areas. The theory emphasised on the effective use of habitus (personal traits and characteristics), capital, and power in school leadership. Bourdieu’s theory also identified
the field of power that influence principal’s leadership in the school. Findings indicated that all
schools in rural areas experience the same field factors. Therefore, principal’s habitus contributes
largely to the way they exercise leadership in the school. Bourdieu’s theory recognises the issue of
power in leadership. Principals’ power is legitimised by legislation. Principals possess hierarchical
power which is delegated power by the Head of Department to make informed decisions to improve
learner performance. Principals are in a rightful position – through this power – to influence change
in schools. Various forms of power were discussed and were found lacking in under-performing
schools; legitimate, reward, charisma and coercive (positive or negative) power.
The findings revealed the need for strategy development. The strategy is aimed at assisting principals to improve their under-performance in schools. The strategy clearly pointed out on how
principals can employ their habitus, capital, and power to improve under-performance in rural
schools. Actions to be taken by principals to improve learner performance were clearly outlined. The
strategy also revealed the potential capital and power that can be employed by principals to improve
learner performance. | en_US |
