LEADERSHIP EFFICACY OF SECONDARY SCHOOL PRINCIPALS IN THE FREE STATE PROVINCE OF SOUTH AFRICA

 

Sheila N. Matoti¹, Patricia L. Ndamani²

¹Central University of Technology, Free State, South Africa, smatoti@cut.ac.za

²Central University of Technology, Free State, South Africa, lndamani@cut.ac.za

 

Abstract

This study which is grounded in Self-efficacy theory, progressive leadership theories and The South African Standard for School leadership (SASSL), assessed the leadership efficacy of secondary school principals in eight key leadership roles. These roles were: Instructional Leadership and Staff Development, School Climate Development, Community Collaboration, Data-based Decision making Aligned with Legal and Ethical Principles, Resource and Facility Management, Use of Community Resources, Communication in a Diverse Environment, and Development of a School Vision.

The sample comprised 84 secondary school principals from the five districts of the Free State province, that is, the Motheo, Xhariep, Lejweleputswa, Thabo Mofutsanyane and the Fezile Dabi. Data were collected by using questionnaires. The leadership efficacy of school principals was measured using a seven point Likert type scale. The results of the study revealed that the leadership efficacy of school principals in the Free State Province, ranged from moderate to high. Statistically significant differences were found when efficacy of principals in the different leadership dimensions were compared.

 MANOVA was also run to determine the effect of gender, experience and the geographical location of the school on leadership efficacy of the school principals. The findings revealed that there were no significant effects of gender, experience and geographical location on leadership efficacy.

Keywords: Efficacy, Leadership, school principals, South Africa