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Author
Title The development of a partial school principal competency model
URL
Publication Date
Date Available
Degree MCom
Discipline/Department Industrial Psychology
University/Publisher Stellenbosch University
Abstract

ENGLISH ABSTRACT: The unequal distribution of knowledge, skills, abilities, and other characteristics (KSAOs) across all South Africans is perhaps the most fundamental problem faced by South African organisations in terms of building sustainable human resource capacity. This inequality has a profoundly negative effect on the upward mobilisation of potentially competent employees within the labour market. Therefore, if the Human Resource Management and Industrial Psychology fraternity earnestly plans to earn the title of “strategic”, then both its academic and professional spheres need to get involved there where the fundamental cause of the problem originates: the lack of quality primary and secondary education in South Africa. Previous research found that the unequal distribution of the quality of primary and secondary schools in South Africa is to a large extent attributable to a lack of effective school leadership and management, with the school principal being the focal point (Van der Berg, 2007; van der Berg et al, 2011; Taylor, 2011). This finding leads to the research initiating question: why do some school principals outperform others in effectively leading their schools? The objective of this study is to offer an exploratory step towards explaining variance in school principal performance by studying the behaviours (competencies) associated with successful school principals. A comprehensive literature review was conducted to understand the context and identify broad categories of variables. This was followed by semi-structured interviews with a diverse sample of highly effective South African school principals (N=10). The qualitative analysis based on grounded theory principals, resulted in the refinement and expansion of the variables that were identified through the literature study. The final product culminates in a framework of eleven competency clusters, 32 School Principal Competencies (SPCs) and 173 behavioural examples. Similarly, the results yield two additional School Performance Outcomes (SPOs). Finally, a conceptual model is proposed that depicts the possible interrelationships between the School Principal Competencies and School Performance Outcomes. The study therefore contributes as a stepping stone in the path towards developing empirically-based human resource management instruments that in turn can lead to the improvement of the selection, development, and performance management of South African school principals. Due to the exploratory and qualitative nature of the study, follow-up studies are needed to develop and validate a School Principal Competency Questionnaire. This will enable future research to empirically test and validate a comprehensive school principal competency model.

AFRIKAANSE OPSOMMING: Die ongelyke verspreiding van kennis, vaardighede, vermoëns en ander eienskappe (KVVAe) is waarskynlik een van Suid-Afrika se grootste uitdagings in die proses tot die bou van ʼn volhoubare en gebalanseerde arbeidsmag. Hierdie ongelykheid veroorsaak ʼn…

Subjects/Keywords School principles  – South Africa; UCTD; School management and organization  – South Africa
Contributors Van der Bank, Francois; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
Language en
Rights Stellenbosch University
Country of Publication za
Format 150 pages : illustrations
Record ID handle:10019.1/97068
Repository stellenbosch
Date Indexed 2018-01-05

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