Potencial matricial del suelo

The rationale of the study (§1.2) was to find out what principals know about creating 21st century classrooms and how they can aid teachers in improving current classrooms practices in order to establish effective 21st century classrooms. This study will contribute to the body of knowledge in what might be the next steps in equipping principals in guiding teachers in the creation of these classrooms. This age of information calls for a new education system, one in which the principal takes a strong instructional role in leading teachers in creating and improving 21st century classrooms.

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Principals have many responsibilities and areas that require their attention. Financial matters, building and maintenance needs of the school, parental concerns, individual needs of teachers, interviews for new teachers, discipline, policy matters, and finally, the instructional vision and leading of the academic staff all fall on the shoulders of the principal. Some of the participants speak about the enormous load that the principal carries in the school and how one has to beware of ‘burn out’ by trying to be all things to all people. The researcher has also heard the principalship is called the ‘hot seat’ as ultimately, each unresolved issue can be referred to the office of the principal. In small schools, the role of the principal is even more diverse. One participant compared it to the role of a policeman in a small town, and the principal having to take on many roles, as there is no one at their level that can share in the load that they carry. Due to the multiple roles that the principal carries, it may be easy to assume that the vision for the academic direction and the instructional role does not receive the attention that it so desperately needs.

This rationale led the researcher to the formulation of the main research question: ‘What should the instructional leadership role of the principal be in independent schools in order to create 21st century classrooms’ (§1.3)? The most logical first sub- question would then be, ‘What is the concept of 21st century classrooms’ (§1.3)? This would then be followed by linking the principal to the 21st century classroom by asking, ‘What 21st century instructional knowledge and skills, as defined by the International Society for Technology in Education, (§1.3) does the principal as instructional leader need, in order to lead teachers effectively’ (§1.3)? Once we understand what the principal needs to know in order to lead teachers in establishing 21st century classrooms, we can then ask, ‘What is the instructional role of the principal in establishing 21st century classrooms in independent schools in Gauteng’ (§1.3)?

Chapter 2 provides a literature study to afford a firm foundation on which to pose the relevant research questions presented in the interview schedule. Discovering the research done on the concept of 21st century education (§2.2), relates to the concepts of 21st century learning (§2.2.2) as well as how this affects the teacher’s pedagogical practice in the 21st century classroom (§2.2.3), which then gives us a

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detailed explanation of the skills needed by the 21st century student (§2.2.4). The characteristics of the 21st century education, together with a picture of the 21st century teacher and then student, lead us to discover what the 21st century classroom will look like. The democratic classroom is one way of explaining some of the attributes that should be present in a 21st century classroom (§2.2.5). How instruction should be presented and the tenants of progressive education help to give this study a basis for instruction in the 21st century (§2.2.6). The literature review in Chapter 2 then continues by giving the reader a detailed look at the principal as instructional leader (§2.3), the instructional role of the principal in establishing 21st century classrooms is the chartered (§2.3.2) and the skills and knowledge required by the principal in order to lead teachers in establishing 21st century classrooms is then reviewed (§2.3.3).

Chapter 3 reports on the research method and strategy used to conduct this study. The research design (§3.3) was explained along with the research paradigm (§3.3.1). The constructivist paradigm was chosen (§3.3.1) as the research paradigm, as this paradigm allows for the joint production of reality by both the researcher and the participant. Reality is a relativist perspective rather that an absolute perspective. The phenomenon under study is not seen as an objective but a common acceptance of the social activity under study is acknowledged (§3.3.1)

This chapter explained that the qualitative method was used to conduct the research (§3.3.2), which then led to the rationale for choosing the qualitative research method (§3.3.3). The research problem was then stated together with the sub-problems (§3.3.4). The objectives with the research were bounded together with the sub-aims for the study (§3.3.5). The population and sampling used were purposeful sampling, as a small group of individuals who have the knowledge in the topic were identified (§3.4.1). The sample was eight independent schools in Gauteng. These schools were purposefully chosen as they were able to provide the information about the phenomenon being investigated (§3.4.2). Consent was obtained through an email sent to the participants, as well as a form signed on arrival at the interview (3.4.3). Anonymity and confidentiality was assured at the start of the interview and clearance was obtained from the Unisa Ethics Committee (3.4.4). The researcher used semi-

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structured interviews and document retrieval as instruments (§3.5). The semi- structured interviews were the primary data collection strategy (§3.5.1). The document retrieval was not as successful as originally anticipated, the participants were under heavy time constraints and did not manage to pass on the relevant documents. The researcher did however glean a few instrumental documents off the website of quite a few of the participants’ schools (3.5.2). Data collection procedures were documented (§3.6). The researcher recorded each interview using two devices to ensure that the data was safely recorded. She then drew up an interview protocol and took it to each participant to ensure that each interview was conducted in a very similar manner (§3.6). The data analysis and presentation was then discussed (§3.7), the way in which the data could be organised and assembled was conferred (§3.7.1). How coding is done and the methods involved in coding were outlined (§3.7.1). The coding was done manually without the use of a computer software programme.

Data presentation and how the transcription of data took place was then pronounced (§3.7.2). The researcher transcribed the data herself and found the process committed much of the interview to memory, which helped to identify the common themes and aided the work done in Chapter 4. Trustworthiness of the study was then discussed (§ 3.8) and how the credibility of the study was insured was described (§3.8.1). A short conclusion to the chapter was then presented (§3.9).

Chapter 4 dealt with the analysis and discussion of data collected during the interviews. This chapter presented the empirical design for the study. The introduction stated the aims of the study (§4.1). A brief outline of chapter three was given, followed by the research process that was described in detail (§4.2). The data analysis was introduced by way of reaffirming the instrument used and the participants interviewed (§4.3.1). The biographical data was presented in the form of a tables, as this gave the information in a very, easy-to-read format (§4.3.2).

The analysis of the data obtained from the interviews was then presented (§4.3.3), each of the subsections outlined were the succinct information gleaned in order to answer the research questions (§4.3.3.1 to §4.3.3.7). As much as possible of the

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participants’ own language was used in order to give some of the exact responses to the questions asked, in order to answer the research questions as honestly as possible. The data obtained from the data analysis was then discussed (§4.4). The data interpretation took the form of the four sub-questions posed in this study (§4.5.1 to §4.5.4). The summary of the chapter is then presented (§4.5) followed by the concluding remarks (§4.7).

Chapter 5 presents a summary of the study and the research conclusions, which are stipulated once again using the four research questions described throughout this study. Three recommendations are then explained, followed by the avenues for future research. The limitations of the study were then explained trailed by the concluding remarks.