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Many literature sources affirm that an effective school relies on the functional role of the principal. The concept of whole-school development is essential for the successful implementation of the new curriculum. Learning is a life-long process, which begins before school and will continue after school. In other words, the learning environment is not limited to the classroom. School leadership will be challenged to translate changes and reform in the curriculum into plans and practices, which provide a supportive environment in schools and extend the support in the classroom. For this to happen schools must be effective and they need effective leadership, as Clemons states (in Sparks, 1997:21). The best practice aims to improve learners’ vision

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of a clear purpose. If they have acquired that, they are able to take shared responsibility for learning and are able to engage collaboratively in activities, which promote the goals of the school.

Grösser (2001:7) adds that there should be a development of the school culture which invites all members of the school to foster attitudes of efficiency and effectiveness, and which supports all attempts at improving learner performance. The focus is not only on aspects of curriculum development, but extends beyond school business and begins to address issues in the community surrounding the school. The effectiveness of a school is reflected in the values and beliefs of all the members, and the ethos draws on the different cultures, which exist in the school community, and translates them into one collective culture for all in the school. All stake-holders involved in school organisation, planning and curriculum delivery will also impact on the school culture. In a successful school there is collaborative agreement by all as to what the purpose of the school is, and on what beliefs the purpose is built. This defines the mission and vision of the school, and recognises the context in which the curriculum goals for that school are formulated.

Structures, strategies and systems are also put into place to ensure that the school culture is dynamic and supportive of an effective learning culture that supports the teaching/learning process, which leads to enhance outcomes for learners. Earlier research conducted by Grösser (2001:7) found that a school with an effective learning culture is seen as one with the ideals of:

• Maintaining an image of a professional community, similar to the fields of law or medicine. Educators pursue a clear shared purpose, engage in collaboration activity and there is a collective responsibility for learning.

• Having a clear school mission. Educators value the interchange of ideas with colleagues. Strong values exist that support a safe and secure environment. There are high expectations of everyone, including educators. There is strong but not rigid leadership.

• Promoting an environment of enquiry, encouragement and working collaboratively and collegially to seek school improvement.

• Encouraging educators to work collaboratively with one another, and with the administration, to teach learners so that they can learn more.

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• Having leadership that invests in people, decentralises decision making, trusts the judgement of others, facilitates participation, embraces ethical implications in every decision, and recognises the complexity of contemporary society.

Additionally, Sergiovanni (1991:88-93) offers the following synthesis of effective learning of effective schools: Effective schools are learner-centred. They make an effort to serve all learners, involve learners in school affairs, respect and celebrate the ethnic and linguistic differences among learners and regard learner welfare as a priority. They use community volunteers and parents to provide close personal attention to learners. They involve learners in many of the activities of running a school. This is evident today in the government’s requirements that learners play a part in the running of the school through their membership of the Representative Council of Learners (RCL) and by being members of the school’s management council. An atmosphere of co-operation and trust is created through a high level of interaction between learners and educators. Effective schools provide instruction that promotes learning. They gear all of their efforts towards quality teaching and learning. They design their programmes to ensure academic success and their educators believe that all learners can learn and take responsibility for their learning. In effective schools educators believe in their own ability to influence learners’ attitudes, and communicate their expectations to them, and adapt instructional programmes to their needs. They use a variety of teaching strategies and regularly assess learner performance. Effective schools recognise and reward effort and success and have a positive school climate. They have a clear organisational personality characterised by goals, values and standards of high performance. They have a sense of order, purpose and direction that focuses on an atmosphere of encouragement in which learners are praised and rewarded; they create a work-centred environment; and maintain high optimism and expectations for learner learning. Effective schools practise shared leadership. School leaders understand and use a leadership style appropriate for professionals, they solve problems through collaborative group decision making, delegate authority, communicate and promote cohesiveness and use their positions to recognise and reward staff and learner accomplishments. While no single

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leadership style dominates, common leadership features include setting and maintaining direction for the school and facilitating work of educators by adopting a wide range of supportive behaviours. All decisions are made with input from those to be affected by the decision. Effective schools foster creative problem solving.

Staff members in effective schools are unwilling to settle for mediocrity; they turn their problems into challenges, design solutions and implement them. Moreover, Drake and Roe (1986:70) concur that principals are tasked with commitment, creativity, persistence and professionalism to ensure quality teaching and learning. Additionally, resources such as time, facilities and staff expertise are used to maximum advantage to facilitate the process of effective teaching and learning.