The development of a behavioural competency framework for school principals
SA Journal of Industrial Psychology
| Field | Value | |
| Title | The development of a behavioural competency framework for school principals | |
| Creator | Janse van Vuuren, Jaco van der Bank, Francois | |
| Description | Orientation: More than two and a half decades into South Africa’s democracy, the majority of the country’s learners receive low-quality school education, adversely affecting upward social mobility. Ensuring quality education for all South Africans requires a combined approach of equitable resource allocation and effective school leadership that transforms resources into educational outcomes.Research purpose: The objective of the study was to develop a behavioural competency framework for school principals.Motivation for the study: While past studies highlight school leadership and management to be pivotal in the establishment and maintenance of well-performing schools, less is known about the behavioural competencies required by school principals.Research approach and method: Guided by a synthesis of literature on school management, critical incident interviews were conducted with a sample of 10 school principals with good track records. The salience of the literature-derived competencies was established, and the content supplemented by contextualising the competencies with specific behavioural denotations from the interviews.Main findings: Eleven key competencies emerged from the data: creating a school vision and setting strategic direction, setting goals and expectations, developing school staff, influencing and communicating, resourcing strategically, leading with compassion, maintaining a student-centred learning environment, making decisions, managing self, managing teaching and learning, and leading across school boundaries.Managerial implications: The competencies identified provide a blueprint to guide human resource management interventions aimed at establishing effective school leadership.Contribution: The study provides a rich source of information about critical school principal behaviours, explored from an integrated perspective that acknowledges the school context. | |
| Publisher | AOSIS | |
| Date | 2023-02-28 | |
| Identifier | 10.4102/sajip.v49i0.2050 | |
| Source | SA Journal of Industrial Psychology; Vol 49 (2023); 14 pages 2071-0763 0258-5200 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajip.co.za/index.php/sajip/article/view/2050/3631
https://sajip.co.za/index.php/sajip/article/view/2050/3632
https://sajip.co.za/index.php/sajip/article/view/2050/3633
https://sajip.co.za/index.php/sajip/article/view/2050/3634
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