Collegiality in education : a case study
AbstractThere has been much speculation as to why most historically disadvantaged schools (HDS) perform relatively poorly in the end of year external matriculation examinations. This has been attributed to, amongst other things, a lack of physical resources stemming from apartheid. Notwithstanding the ill-effects of apartheid, it has been reported widely in the media that several disadvantaged schools, including those in remote rural areas, have achieved a 100% pass rate. Evidently, the management style accounted for the difference between performing and non-performing schools. This case study therefore investigated the effects of a collegial management style on teaching and learning over a period of three years in a historically disadvantaged secondary school. The semi-structured interviews conducted amongst the staff members, including the principal, clearly indicated that a collegial management style was a major contributory factor in altering the work ethos of both teachers and learners. The findings of this case study further revealed that the exploitation of available resources in HDS coupled with a collegial management structure can improve the matriculation results. This study also connotes that physical resources cannot solely guarantee success at matriculation level. A shared vision espoused in collegiality can alter the landscape from dysfunctionality to efficiency and qualitative education.
(South African Journal of Education: 2002 22(1): 56-64)
If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa.
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.