Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study

Abstract

The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.