Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools

Ntokozo Dennis Ndwandwe
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Abstract

Purpose

This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.

Design/methodology/approach

This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.

Findings

Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.

Research limitations/implications

First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.

Originality/value

Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

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面对领导真空:校长在南非学校和平教育中的领导作用
本研究采用定性研究方法,评估南非西开普省部分中学的校长在实施和平教育中的领导作用。从参与实施和平教育计划的六所选定中学的六名校长中收集了少量样本数据,并使用主题内容分析法对数据进行了分析。研究结果研究结果表明,校长对其在实施和平教育中的领导作用的理解或认识水平较低。研究的局限性/影响首先,数据是自我报告的,因此会受到社会期望偏差的影响;参与者可能提供了社会期望的答案,而不是他们的真实想法或经历。因此,参与者可能夸大了他们在和平教育计划中的作用和承诺。原创性/价值在南非,旨在探索和平教育等打击暴力的替代方法的研究仍然有限。因此,本文有助于缩小这一差距,为越来越多的关于校长在学校实施和平教育中的领导作用以及探索阻碍和平教育有效实施的障碍的研究做出贡献。
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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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