Looking for contexts-based solutions by working with local stakeholders

When supporting teaching and learning, circuit managers find solutions to problems that are best suited for a particular school, even though, on the surface, many of their schools face common challenges. Circuit managers expressed that they believed that it was important to get their own perspective by understanding the whole situation. Working with the principal to come with the solution, as they understood the context better than them, is important, rather than imposing oneself as the principal’s senior. According to one circuit manager, Ngubo, they

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were making an effort to understand each school’s problems and working with local players to find the solution for that school. This he does by ensuring that he works closely with the leadership of the schools. He gets to know the staff, the SGB, community profile and the general dynamics in each school.

The closeness, the circuit managers becomes close to his/her schools and understands them, the schools understands the personnel, and the dynamics in that school.

This view is also echoed by Raymond, who added that, in pursuit of the solution to challenges that affect instructional methods in his circuit, he makes persistent and consisted effort to improve teaching and learning. The solution to the challenges at times take time to achieve, they have to try different strategies. Although they may not win the first time but always go back and forth try different strategies. In doing this, they are guided by the assumption that no two schools are the same, thus whatever solution is found has to work in that school. The nature of the challenges in these schools was such that, when visiting these schools, circuit managers go there with an open mind and with no preconceived ideas, as they are not sure about what they will find when they get to the school. This is an important finding. This is what Raymond had to say:

You know there are no two schools that are the same. You can’t take the same solution you had for one school and just transplant it to other. You have to understand what is happening in this place. What is emanating from the ground? And try and give them a home-grown solution. You have to go back and forth, try this and that. So there’s no one bag of solutions that goes around, about how to do this job properly. You don’t go with a preconceived idea of what you will do when you get into a school.

Participants indicated that working with the chiefs was a very important way of getting to know and understanding the local contexts. They indicated that principals were not from the area they work in, thus, it becomes difficult for them to solve all the problems. They needed more people over and above the parent component they have in the SGB. They explained that they had asked the chiefs to have persons who will be co-opted by the SGB and who participate in the chiefs’ council activities. They also asked the chiefs to have a standing item in his council meetings about educational issues. These persons co-opted by the SGB then

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report to the council about the challenges schools are facing in which the chief can assist. Skhakhane explained:

I recommend that SGBs should co-opt the chief. However, it was not possible for the chief to be co-opted since he cannot attend meetings in all the schools because there are many schools in his tribe. I then pleaded with the chiefs to allocate people to represent him. I then requested that there should be a standing item to be part of the meeting agenda whenever the chief’s council sits, which is “education issues or progress on education matters”. So, these people will the report about issues from a particular school for example that teacher from that school have been robbed. The principal indicated that they are failing to deal with this matter because they are not from the area. The chief will then request answers from people who live in that area.

Another example expressed by the circuit manager was from Raymond who went on to explain that when he visits schools, he spends enough time in the school. He did not rush; he planned to get the perspective and the insight of the manner in which the school is functioning. This approach is aimed at ensuring that the solution to the problem is as a results of discussion between himself and the principal, is suitable for the school and not an imposition. This is how Raymond illustrated this category:

When you visit schools, you don’t want to rush, you want to go there and soak in what is happening, do your business but help the principal with other things that a found in his or her school, as he or she might have his own challenges that he might want to talk to you about them.

The emerging view from these reflections from the participants strongly emphasised the new finding that is, while circuit managers understand that generally their schools face common challenges, their experience has taught them that no two schools are the same, that they need to work with principals to find solutions and that such solutions should not be advanced by the circuit manager alone. Solutions should emanate from a clear understanding of the problem and how it presents itself in a particular school.

167 6.3.5 Qualifications and professional development

Participants in this study have post graduate qualifications from BEd (Hons) to a PhD in Education Management. Given the challenging contexts under which they work, this reality of their life also needs to be explored. Circuit managers were asked how such qualification and knowledge attained through studies enhanced the manner in which they discharged their responsibility. Findings from this study indicated that these qualifications and knowledge gained through their various studies helped them. Skhakhane, who holds a BEd (Hons), indicated that his qualification first and foremost gives him confidence to stand up in front of the school principal and address them. This is because he believed that, as he studied educational management, he clearly understood all the relevant legislation pertaining to education. Furthermore, knowledge and skills acquired through post graduate studies enhanced the ability to prepare and present staff development activities.

The views held by Skhakhane were also echoed by Dr Raymond, who indicated that his qualification opened his mind and broadened his general worldview and has enabled him to approach situations from more than one perspective. Dr Raymond also explained that such an open mind helps to deal properly with each and every task that he undertakes. This how Raymond (PhD) summarised this experience:

Yes, they have in many ways. On a general level, research broadens your outlook and it opens up your mind to approach situations from more than one perspective. This I found was the greatest outcome of my studies which therefore adds value to tasks I undertake. When one goes through the rigorous process of working towards a PhD, it then becomes habit to delve deeper into any topic or issue that one is dealing with. By this I mean you are not afraid to research the area you are working with and are always looking for new ways to do old things especially in the dealing with the so many challenges my schools are facing This, I found, always makes my presentations interesting to those who are listening.

Raymond further indicated that working on a rigorous process like the PhD has helped him to prepare for his presentations in a manner that caters for everyone. He further suggested that PhD studies broadened his thinking when dealing with issues and always helped him look for new ways to deal with challenges. While some circuit managers highlighted that their post-

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graduate education helped them a great deal, some showed an inclination to have more professional development planned for them. This they argued was owing to the fact that as circuit managers, they deal with issues across all disciplines like human resources, labour, infrastructure and many others. Myeza indicated that, as circuit managers, they were always appointed to investigate certain incidents in schools. For example, when a teacher has been charged with improper conduct with learners which is a serious misconduct (an offence that carries a discharge sanction if found guilty) she must do a preliminary investigation before the District Labour Section takes over. Having no background or skills in investigating compromised their work.

We are expected to investigate as well, but if you don’t have a labour background you will have issues in your investigation because the department is sometimes only capacitating labour or HR people on that particular team, but all the circuit managers are expected to do some kind of preliminary investigation before they hand over cases to labour section. You are expected to submit to them your preliminary investigation with your recommendation

Skhwelo emphasised that as a circuit manager she still needed to grow and was willing to be developed. She specifically explained that she was very much interested in the development that would capacitate her about how to better support schools that were located in challenging contexts.

Development is always needed because it helps us grow, I am always willing to be workshopped. It helps us mature. I can benefit from professional development that relates to understanding and dealing with the challenges that our schools are facing and how as circuit managers we can support them better.

The theme of circuit manager professional development emerged in this study as critical for impacting the manner in which they responded to the challenging work of supporting teaching and learning in their schools. Drawing from the above discussion, circuit managers value their post-graduate education because their post graduate education helped them to discharge their responsibilities. Some circuit managers wish they could be provided with appropriate professional development that will improve their performance.

169 6.4 Chapter summary

This chapter presented data that relates to the contextual factors that affect the work of circuit managers. This has been done under two overarching themes which are: (a) The influence of contexts in the role of supporting teaching and learning and (b) The impact of contextual realities on circuit managers’ leadership. The next chapter extracts the major issues and patterns emerging from the data presented in Chapter 5 and Chapter 6.

170 CHAPTER 7

KEY THEMES EMERGING FROM THE STUDY