The education system in South Africa is under-performing. High levels of absenteeism, low morale and poor performance amongst educators are common themes that recur. These, in turn, lead to poor literacy and numeracy levels in primary schools and poor matric results in high schools. Researchers have identified poor leadership and management as a key contributing factor to the poor performance.
“Lessons from successful schools in poor areas show that dysfunctional schools can be transformed into positive learning and teaching environments. The leadership and management qualities of the principal are vital… What seems to stand out from all successful schools is the importance of leadership.” Ramphele,R (2008) Laying the Ghosts to Rest, NB Publishers, South Africa
SEED has observed that the delivery of quality education in the classroom is directly impacted by the quality of leadership given by the leadership team and by the cohesiveness and morale of the staff team as a whole.
To bring resilience and organizational health to stressed and challenged schools so that learner performance is enhanced.
- To build long term sustainability into the systems within and around schools so that they can function more independently of NGO support after 3 years. This includes the formation of Communities of Practice for school principals and School Governing Body Chairpersons and leadership forums for key leaders who can impact positively on teaching and learning in schools.
- To enable collaboration and joint problem solving between all the stakeholders who can enhance teaching and learning in schools within a community.
- To develop school leaders who continuously reflect on self and others in order to improve their practice and deepen their professional identities.
- To develop the skills, competencies and dispositions of principals and deputy principals to lead effectively.
- To develop the skills, competencies and dispositions of SMT members so that they can drive teaching and learning in their schools
- To develop the skills, competencies and dispositions of SGB members so that they can perform their governance functions and support teaching and learning in their schools
- To partner where possible with service partners who can bring subject specific support to these schools
- Resilience in schools improves
- Less educators are leaving the teaching profession
- An improvement in organisational climate
- Improved matric results