PATRIA GRANDE P.G

(The curriculum shapes how teachers act) BIOGRAPHICAL FORCES (Race, Gender, Culture, Family, etc. - Teachers are born not

made) TEACHER IDENTITY WE SHARE AND ARE SHAPED BY OUR CONTEXT FIGURE 1.1: Force

Field Model of Teacher Development (Samuel, 2008) Adapted

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Poor professional relationships amongst teachers

Day and Leiter (2014) emphasises that meaning is all we need and that relationships are all we have to create a positive workplace. I grew greatly concerned about the history of poor relationships among our school’s teaching staff, and the evident lack of trust between staff and senior management. These bad relationships were evidenced by various actions and behaviours, such as that some teachers did not greet each other; insults and bad-mouthing; and regular conflict. This all posed a threat to crucial aspects such as teacher development, good communication, cooperation and teamwork, a pleasant working atmosphere, learner performance and our status as professionals within the community. Although Zaleznik (1989:60) is of the opinion that social organisations are putting too much emphasis on keeping relationships smooth, avoiding conflict, and ‘greasing the wheels of human interaction’, dysfunctional staff relationships have been identified as one of the reasons why school improvement efforts fail (Harris, 2002; Roberts, 2005; Sammons, 2007).

Blank, Melaville and Shah (2003:10) argue that community schools “enjoy stronger parent-teacher relationships, increased teacher satisfaction, a more positive school environment and greater community support”. I cannot agree fully, based on what I personally experienced at my school, which is regarded as a community school. I agree with Barth (2006:8) that interpersonal relationships amongst the educators at any given school define all the relationships within that school. At my school, I experienced a decline in parent-teacher relationships; a decrease in teacher satisfaction; and a nearly unbearable school environment, embroiled in conflict and turmoil. Like Colnerud (2006), I am of the opinion that the professional relationships between teachers are ethical relationships, based on care and respect for the other person. Schools that demonstrate high levels of trust and sound relationships between staff and parents generally experience higher student achievement than schools that do not demonstrate such quality of trust and positive relationships. I had no doubt in the competency of my colleagues within the classroom, but our learners needed more than just good teachers and resources to meet the challenges of tomorrow (Bryk, & Schneider, 2003).

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Lack of teacher and learner leadership

Teacher leadership refers to behaviour that facilitates and promotes principled educational action towards the improvement of the entire school (Harris & Muijs, 2002). According to literature, the autocratic leadership style practised by many school leaders is one of the main barriers to the development of leadership qualities among teachers, as it prevents and dissuades from attaining autonomy and assuming leadership roles within the school (Harris & Muijs, 2002). There was little evidence of activities within my school organised by existing school leaders that supported collaboration, participative decision-making and the empowering of teachers. As the Acting Deputy Principal of my school, I caught myself many times forcing my opinions on my colleagues. I decided how the work should be done, and by whom, and my subordinates merely carried out the duties assigned to them. Although it seemed as if there was consultation and I allowed inputs, the specifics of every activity had already been determined by myself.

Teachers’ educational and career experience, their creative autonomy and influential ability in the classroom earmark them as highly influential in the education arena. This argues that the definition of leaders should include not just those who serve principals, deputy principals or heads of department in primary or secondary schools. According to Grant (2006:514), the definition of teacher leadership proposed by two American authors, Katzenmeyer and Moller (2001), provides a useful premise to a South African exploration of the concept. They write, “teachers who are leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others towards improved educational practice” Katzenmeyer and Moller (2001:17). They suggest that teacher leadership is required to transform schools into quality and professional learning communities. Grant (2006:511) further suggests that without teacher leadership, the evolution of South African schools into professional learning communities will remain an unattained ideal. I agree with Spears (1998) that teachers are the key factor in educational quality and have an inherent value that stretches far beyond their actual contribution as workers. Hence, teachers’

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professional attitudes, energy, motivation and teaching skills are critical in creating quality learning (Leu, 2005).

In this chapter, I outlined how school improvement, particularly for children living in socially and economically disadvantaged circumstances, is linked to wider social, economical and political issues (Masitsa, 2005). Poor physical and social facilities, organisational challenges, poor and unaccountable leadership, administrative dysfunction, inadequate communication and disciplinary and grievance procedures, as well as demotivated teachers and learners prevailed in many township schools, including mine, and had a serious and pervasive negative impact on both teaching and learning (Fleisch & Christie, 2004; Masitsa, 2005). These concerns gave rise to my main research question, “How can I contribute to transformation in my school

through my leadership practices”? The exploration of this question would also assist

me in understanding my practice better as I embarked on this investigation into the quality of my leadership and how I could improve it to influence improvement in my concerns stated above.

The next section deals with the reasons for my concerns. It further explains how my core values gave me insight into what I was doing and also which values influenced my intervention.

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