Learning to lead

Abstract

Learner leadership development amongst primary school learners in the Southern African context is restricted. The Namibian Education Act No. 16 of 2001 made provision for leadership opportunities for secondary school learners through formalised structures such as the Learners’ Representative Council (LRC) and the South African Schools Act No. 84 of 1996 mandated that secondary school learners, who were members of the Representative Council for Learners, should be part of school governance through participation in school governing bodies. These policies were silent on learner leadership of primary school learners. During 2013 – 2019, Namibian and South African Rhodes University Bachelor of Education Honours Educational Leadership and Management students were involved in developing learner leadership through the establishment of after-school clubs mostly (86 out of 111) in secondary schools and minority (25 out of 111) in primary schools. Against this backdrop, this qualitative case study explored the leadership potential of primary school learners, examined the contribution of a leadership club intervention programme to their leadership development, and considered the leadership learning experienced by the student researchers as a result of their involvement in these clubs. The study was underpinned by democratic leadership and located within the interpretive paradigm. Data generated used document analysis; focus group and individual interviews with the student researchers. Data analysis used an abductive approach – a combination of inductive and deductive analysis. Hart’s (1992) ladder of children’s participation and the Lundy (2007) model helped conceptualise learner participation in this study. In addition, the work of, Muijs and Harris (2007) assisted with the characterisation of teacher leadership of the student researchers. Findings revealed that primary school learners can lead in the 25 Namibian and South African primary school leadership clubs. The findings indicated that through intervention club participation various leadership skills were developed in learner leaders including teamwork, co-operation, problem-solving, decision-making, self-confidence, communication and listening responsibility and others. Using Lundy’s (2007) model of participation the findings revealed that the primary school learners delivered meaningful participation through adult provision of voice, space, audience and influence in the “Learners Lead”. Using Hart’s (1992) ladder of children’s involvement revealed that learner leaders developed leadership from non-participation to child-shared decision-making with adults and this was real democracy. The data further revealed factors constraining the leadership of primary school learners including a lack of national policy on learner leadership development of primary school learners, the school's lack of a structured approach in fostering leadership qualities, societal norms and cultural values hindering leadership growth, time constraints and club members themselves. The data finally revealed leadership learning of the student researchers, skills and values developed such as communication, listening skills, self-confidence, autonomy, patience, trust, creativity and empathy. Furthermore, the student researchers were able to initiate and be involved in the school’s decision-making and this made them become developed teacher leaders. The findings revealed that factors including teamwork, support from staff and management as well as shared leadership approach and teachers' expertise facilitated and fostered the development of teacher leadership during the “Learners Lead”. The study offers valuable insights to inform educational policy and practice by highlighting the importance of developing learner leadership programmes in primary schools, particularly in under-researched contexts like Namibia and South Africa.