Leadership of learning and change for successful learning outcome in History Education
Managing History learning and teaching in schools of South Africa over the years has been characterised by diverse opinions regarding the causes of learner underperformance, who is to be held responsible over learner performance and possible leadership influence on History learner performance. In a...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of the Free State
2021-12-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/5630 |
| _version_ | 1827320569494765568 |
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| author | Hennades Tabe Jan Heystek Pieter Warnich |
| author_facet | Hennades Tabe Jan Heystek Pieter Warnich |
| author_sort | Hennades Tabe |
| collection | DOAJ |
| description |
Managing History learning and teaching in schools of South Africa over the years has been characterised by diverse opinions regarding the causes of learner underperformance, who is to be held responsible over learner performance and possible leadership influence on History learner performance. In addressing the problem of underperformance in History from a leadership point of view, the researchers were guided by the managerial leadership and humanism learning theories. The selected qualitative methodology adopted an ethnographic design to establish hidden inferences. A sample of thirty participants comprising the provincial coordinator for History, subject advisor, principals, departmental heads, teachers and learners was obtained based on the availability of History-offering schools in the study area. Data collection was mainly through interviews and meta-analysis of documents. Both deductive and inductive reasoning was applied using ATLAS.ti version 8.4 and thematic analysis in the data analyses process. The findings suggest several managerial leadership measures ranging from policy to practice. These amongst others include the recommendation that History as part of social science should be separated in totality from Geography.
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| first_indexed | 2024-03-08T04:41:54Z |
| format | Article |
| id | doaj.art-6dfd02ce01c042db83c8b306de097ca5 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:48:29Z |
| publishDate | 2021-12-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-6dfd02ce01c042db83c8b306de097ca52024-03-11T23:05:10ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2021-12-01394Leadership of learning and change for successful learning outcome in History EducationHennades Tabe0https://orcid.org/0000-0002-4910-8659Jan Heystek1https://orcid.org/0000-0001-7695-5047Pieter Warnich2https://orcid.org/0000-0003-3967-7767North-West University, South Africa North-West University, South AfricaNorth-West University, South Africa Managing History learning and teaching in schools of South Africa over the years has been characterised by diverse opinions regarding the causes of learner underperformance, who is to be held responsible over learner performance and possible leadership influence on History learner performance. In addressing the problem of underperformance in History from a leadership point of view, the researchers were guided by the managerial leadership and humanism learning theories. The selected qualitative methodology adopted an ethnographic design to establish hidden inferences. A sample of thirty participants comprising the provincial coordinator for History, subject advisor, principals, departmental heads, teachers and learners was obtained based on the availability of History-offering schools in the study area. Data collection was mainly through interviews and meta-analysis of documents. Both deductive and inductive reasoning was applied using ATLAS.ti version 8.4 and thematic analysis in the data analyses process. The findings suggest several managerial leadership measures ranging from policy to practice. These amongst others include the recommendation that History as part of social science should be separated in totality from Geography. http://journals.ufs.ac.za/index.php/pie/article/view/5630Leadership;ManagementLearning outcomeHistory educatorsLeardership influenceSchool management |
| spellingShingle | Hennades Tabe Jan Heystek Pieter Warnich Leadership of learning and change for successful learning outcome in History Education Perspectives in Education Leadership; Management Learning outcome History educators Leardership influence School management |
| title | Leadership of learning and change for successful learning outcome in History Education |
| title_full | Leadership of learning and change for successful learning outcome in History Education |
| title_fullStr | Leadership of learning and change for successful learning outcome in History Education |
| title_full_unstemmed | Leadership of learning and change for successful learning outcome in History Education |
| title_short | Leadership of learning and change for successful learning outcome in History Education |
| title_sort | leadership of learning and change for successful learning outcome in history education |
| topic | Leadership; Management Learning outcome History educators Leardership influence School management |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/5630 |
| work_keys_str_mv | AT hennadestabe leadershipoflearningandchangeforsuccessfullearningoutcomeinhistoryeducation AT janheystek leadershipoflearningandchangeforsuccessfullearningoutcomeinhistoryeducation AT pieterwarnich leadershipoflearningandchangeforsuccessfullearningoutcomeinhistoryeducation |