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Zimbabwe Journal of Educational Research

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Sustained School Improvement: A Case of How School Leaders Strategise for School Improvement in Zimbabwean Primary Schools

L. Madhlangobe

Abstract


This qualitative study describes findings of sustained school improvement strategies used in primary schools in Zimbabwe. Data from questionnaires and interviews, with purposefully selected parents, school heads and teachers, informed the findings of the research questions for this study. The key findings reveal that schools’ organisational efficacy is collectively achieved when leaders practise and implement leadership strategies and behaviours that may be engendered by using the following professional growth-oriented strategies: (a) inclusive leadership strategies; (b) team-work with teachers; (c) persistent and participative data collection related to shared school vision; (d) leadership practices that fulfil contractual agreements with teachers, students and parents; and (e) availing value added instructional resources and technology. The major conclusion of this study shows that information availability and strong school-wide relations promote increased collective participation by stakeholders in the school improvement (SI) agenda by increasing holistic school learning power for the children. Schools that exist as organisations improve in consistent and constant ways.



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