Open access peer-reviewed chapter
A list of sampled participants and the number of selected schools.
Abstract
The main aim of this study was to examine effective leadership and management in the modern era in the context of technology and globalization. By using Alig-Mielcarek’ and Murphy’s instructional leadership theory, data were gathered from 12 participants across three schools through semi-structured interviews and content analysis. From the main theme, two subthemes emerged: incorporating technological advances into education and Constrained resources and infrastructure. This study revealed that a majority of school leaders and SMT teachers had varying experiences in managing schools effectively in the modern era of technology, and location of schools plays a huge role in attaining its technological and infrastructure objectives. However, school leaders should prioritize continuous professional development (CPD) for educators by organizing workshop training, assisting leaders in incorporating technology and ICT, and pursuing partnerships with private enterprises and NGOs for funding.
Keywords
- effective management
- effective leadership
- ICT
- technological integration
- professional development
1. Introduction
A global knowledge-based economy and quickly evolving technology notwithstanding, educational systems are constantly changing to satisfy the demands of the twenty-first century. To educate people for success in a world that is increasingly digitally integrated, several nations implement educational changes motivated by economic, social, and cultural goals [1]. Hence, the pressures of globalization, societal change, and technological advancements have made education management more dynamic and difficult in the present day [2]. In this instance, educational leadership is a crucial factor that needs to be considered to guarantee the highest possible standard of instruction. Since, an increasingly vital component of making sure that education is relevant, inclusive, and sustainable in the face of significant changes in technology, demography, and global issues is an education management [2].
Most school leaders in South Africa are computer illiterate, so the principal’s digital leadership influences how technology is used in the classroom. Digital leadership is a leadership approach that aligns with the assistance of technological platforms [3]. Therefore, by establishing and putting into practice an ICT-based vision and plan, school principals have an obligation to change their responsibilities from that of traditional managers to technology-based leaders. In addition to preparing teachers to incorporate ICT into their lessons, school administrators will enhance their leadership skills and allow teachers and students to advance their knowledge by implementing an ICT-based leadership approach.
New possibilities for school leadership and distribution of educational content have been brought about by developments in information and communication technology (ICT) [4]. It is expected that the use of technology in school leadership would promote the development of a more responsive, transparent, and open system that fits with the changing demands of society [5]. Hence, effective educational management depends on innovations in teaching strategies, the use of digital technologies, and distant learning; as such, school administrators must possess the necessary vision and abilities to handle these developments [6]. Additionally, according to South African e-education plans, the government’s plan to raise the standard of instruction and learning throughout the educational and training system includes the ICT curriculum as a key component [7]. Its goal is to increase digital and information literacy so that all students can use technology to contribute to a creative and evolving South African society with competence and confidence [8]. Principals must take into account these initiatives and developments in education since they call for the development of leadership techniques in order to establish successful schools.
In the global context, according to a study conducted by Qaddumi et al. [9], students in Palestinian public schools felt that ICTs had a sufficient impact on learning, compared to their educators, who felt that ICTs had a considerably greater impact on teaching and learning. Several schools specifically showed a lack of experience and insufficient digital competence in European countries, which led to growing disparities, inequities, and learning losses [10]. To improve their digital capabilities and raise their levels of digitalization, schools must learn from and build upon the experience [11].
In the African context, moving to the Internet world proved difficult for the majority of underdeveloped countries, including Nigeria, but COVID-19 offered a special opportunity to progress on a new digital road [12]. It is sufficient to state that the pandemic accelerated digital technology for leadership and remote instruction, as well as the worldwide digital revolution in education [13]. Also, the government of Ghana has committed itself to converting the country’s agrarian economy into an information and knowledge-generating, ICT-driven economy. The Ghanaian government has recognized the value of ICT instruction and training in classrooms as well as the enhancement of the educational system as a whole [14]. Similarly, a study conducted in Namibia, created a national policy leveraging ICT to support and facilitate learning for the benefit of all students and teachers across the curriculum, creating ICT-literate citizens who can use computers and other technologies to search and receive information, creating individuals who can work and participate in the new economies and societies brought about by ICT and related developments, and expanding access to high-quality educational services for students at all educational levels are the objectives of the policy. Furthermore, Swaziland differs from other African countries as the MoE and Training in Swaziland 2018 Policy revision does not acknowledge social media platforms as useful tools for WhatsApp-based teaching and learning. Rugube [15] highlighted the difficulties associated with technology in education and offered recommendations for eLearning implementation in Swaziland.
To keep learners from falling behind, South Africa is embracing the Fourth Industrial Revolution [16]. In January 2022, Angie Motshekga, the former minister of basic education, announced that her ministry was developing a new framework to assist control the growth of online schools in South Africa. The department has developed a draft framework for the implementation of online learning in schools. The introduction of “Coding and Robotics” as a new topic in Grades R–9 by the Department of Basic Education (DBE) was a crucial step in this transition in South Africa. In 2024 coding and robotics were added as a subject in the foundation phase [17]. However, the implementation of coding and robotics in Grades R–9 depends not only on the curriculum and facilities but also on the support and training given to the educators and principals. Students’ perceptions of programming and their capacity to learn it are greatly influenced by their teachers and school leaders [18]. The framework’s goal, according to the basic education minister, is to close the policy gap and offer instructions on how to set up an online school before it is shared with other parties.
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2. The role of effective leadership
An effective leader guides the school according to a specific vision, goals, and expectations for the future while also being careful to create a welcoming and pleasant environment centered on cooperation and information sharing, which promotes learning [19]. In addition, it maintains the facilities and resources, helps the faculty, promotes professional growth and training for teachers, has high standards for the children’s academic success, and believes in them. Since educators depend on school principals to guide them in developing curricula and integrating technology into teaching and learning, it is essential that principals possess twenty-first century talents in order to provide teachers with the skills they need [20]. Studies have indicated that when the educational system is effectively administered, students’ performance will improve [21].
2.1 A key to effective management of modern education
School leaders must be familiar with ICT and the use of technology. ICT will become more ingrained in school leadership and vision more quickly if leadership is provided in its implementation in learning and teaching [22] . Hence, school principals, in their capacity as leaders, must be knowledgeable about and proficient in the use of ICTs, foster a culture of ICT integration in the classroom, and assist and develop teachers’ professional development opportunities in the using ICTs to deliver lessons. Hamzah [23] assert that, to encourage teachers to use technology, school leaders in the education sector must model its use in their day-to-day administrative and professional responsibilities. Additionally, teachers and school administrators need to be proficient in using technology because an absence of ICT knowledge can result in ineffective use of technology in the classroom and the school environment overall [14].
2.2 Challenges of leadership in implementing technology in educational management
Technological knowledge refers to being capable of utilizing a variety of internal and external technologies, including computers, laptops, cell phones, and emails [14]. Despite its potential benefits, there are several limitations and difficulties with using technology in educational management that should be carefully considered. Significant obstacles include unequal access, a lack of technological proficiency among educators and the community, and the dangers of improper technology use [24].
In terms of ICT integration, South African school principals encounter several difficulties, such as a lack of community ownership and responsibility [25] and a lack of support from the relevant Department of Education [26]. In certain rural schools, the majority of teachers have never received ICT training during their early teacher training programs [27]. In most university educator training programs, ICT education focuses more on learning how to create computer programs than on teaching and learning [28]. Furthermore, the results of the study conducted by [14] also showed that some educators found it challenging to employ ICTs for teaching and learning because they lacked technological tool knowledge. In addition to citing a lack of digital content, teacher training, technical support, and ICT foundational resources as some of the difficulties, Wang et al. [29] list an unsupportive management structure as a human obstacle to ICT integration into teaching and learning.
Consequently, it prevents students from obtaining the type of education needed for twenty-first-century abilities. According to the findings of [30] study, utilizing technology in the classroom is beneficial; almost 93% of those who answered the questionnaire said that it improved their knowledge and proficiency as English teachers. Creating a welcoming atmosphere for learning that is sensitive to the requirements of students is one of the issues facing modern educational management [31]. Schools need to be able to offer relevant learning experiences while also accommodating the diversity of student backgrounds. This calls for an all-encompassing and cooperative approach to school leadership.
The application of ICT usage and technology integration in schools has been covered in both international and national literature. However, this study will concentrate more on how curriculum using ICT and technology affects school leaders in South Africa, particularly interested in examining schools in rural, semi-rural, and urban locations together with old school leaders, as they tend to accept digital literacy advancements more slowly. With a particular focus on schools located in the Capricorn South region of the province of Limpopo, this article will take a broad approach to giving an overview of how school leadership effectively manages education in the modern era. These issues are made worse by the poor technology infrastructure in many South African schools, with almost 16,000 of them missing specialized computer labs [32].
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3. Theoretical framework and problem statement
The study under investigation will adopt the Edmonds Effective Schools Model Theory. The theory suggests that several approaches to educational efficiency arise from scholars’ continuous exploration of new ideas [33]. Additionally, the theory comprises five elements: elevated achievement expectations for learners, continuous assessment of learner development, a robust foundation in leadership education, a safe environment, and a focus on core skills [33]. The use of this theory can provide a valuable framework for understanding how management and leadership influence school performance, particularly in the modern educational setting. For example, Edmond [33] asserts that this theory can be utilized in educational institutions where school leaders and management are focused on enhancing their learning and teaching activities. The present era is predominantly defined by school leaders and administrators who utilize data to communicate information and make informed decisions while incorporating technology in the classroom and ensuring that teaching practices align with the broader needs of the institution [34].
The transition from analog (typical manual) to digitally based (technology) learning is one of the common characteristics of twenty-first century education. Principals (administrators) must consequently acquire and apply ICT knowledge to fulfill their legislative educational obligations as well as their societal educational responsibilities. These issues are made worse by the poor technology infrastructure in many South African schools, with almost 16,000 of them missing specialized computer labs [29]. In light of this comment, the researcher set out to answer the following central question: How can school leadership effectively manage education in the modern era?
Sub-questions:
How are School Management Team (SMT) integrating the use of ICT to effectively manage their schools?
What are the challenges that school leaders encounter when implementing the use of technology?
By addressing these questions, it is intended that the paper will advance the research agenda and offer suggestions for future policies that will help close the digital gap in South Africa between urban and rural schools.
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4. Research methodology
4.1 Research paradigm and research design
The study under investigation adopted a qualitative research design. The qualitative component of the study focused on understanding leadership and management dynamics through in-depth exploration of lived experiences. A case study approach which according to Schoch [35], provides a detailed account of an individual unit that allows the researcher to obtain specific information from participants and instructors to provide an in-depth evaluation of the unit used for this study. Furthermore, a case study research design was employed because of its capability to investigate a phenomenon within its natural setting, unlike experimental designs where the researcher alters variables [35]. Moreover, adopting the case study research design will assist the researcher in analyzing specific educational institutions that demonstrate exemplary leadership and management methods in modern times.
To understand the subjective experiences of educational leaders and managers, this study was rooted in the interpretivist paradigm. According to Pervin and Mokhtar [36], the aim of the interpretivist paradigm is to comprehend how individuals perceive and make sense of reality through their social relationships and lived experiences. The selection of this paradigm was predicated on its appropriateness for examining the intricate social and organizational dynamics inherent in leadership and management roles.
The target population for this study under investigation included principals, deputy principals, departmental heads, and senior management team (SMT) teachers from three secondary schools (one rural school, one semi-rural school, and one urban school) in the Capricorn South District (CSD), Limpopo province. A total of 12 participants which included a principal, a deputy principal, a departmental head, and a single teacher from the SMT were selected for semi-structured interviews, supplemented by a focus group discussion with the selected participants of the study in each school. In the case of schools that had no deputy principal due to their size, an SMT member was selected.
The following Table 1 outlines the sampling procedure for the selected participants and schools in the CSD.
| School sample | Number of samples |
|---|---|
| One secondary school in the CSD urban area (School AA) | Focus group discussion with a group of participants which included (principal, deputy principal, departmental head, and a single SMT teacher). Semi-structured interviews with the principal, the deputy principal, the departmental head, and SMT teacher. |
| One secondary school in the CSD (semi-rural area) (School BB) | Focus group discussion with a group of participants which included (principal, deputy principal, departmental head, and a single SMT teacher). Semi-structured interviews with the principal, the deputy principal, the departmental head, and SMT teacher. |
| One secondary school in the CSD (rural area) (School CC) | Focus group discussion with a group of participants which included (principal, departmental head, and two SMT teachers). Semi structured interviews with the principal, the, the departmental head, and two SMT teachers. |
Table 1.
4.2 Data collection methods
Semi-structured interviews were conducted with each selected member of the schools chosen which included one principal, one deputy principal, one departmental head, and a single member of the SMT teachers to get insights into their approaches to management, problems, and methods for success in the contemporary period, which necessitates proficiency in utilizing ICT in educational settings. Furthermore, focus group discussions which can be defined as a research methodology that entails assembling a group of four or more individuals to deliberate about a certain subject were utilized for this study [37]. During the focus group discussions, the principal, the deputy principal, the departmental head, and a single SMT teacher gathered from each selected school discussed and gave their insights while gaining experience from other participants and the researcher recorded their responses.
In terms of sampling, the study under investigation adopted a purposive sampling technique defined by Thomas [38], as a type of non-probability sampling where researchers utilize their discretion to select participants from the public for the study. The researcher chose this sample strategy due to its capacity to choose participants engaged in school management or possessing substantial leadership experience.
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5. Data analysis
The research study examined data obtained via qualitative content analysis. Qualitative content analysis is a research tool employed to evaluate the frequently chaotic content of messages, including words, images, symbols, or audio recordings [39]. Following the collection of data from chosen participants through focus groups and semi-structured interviews, the qualitative content analysis method enabled the researcher to classify the data into themes and codes [40].
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6. Ethical considerations
Before the researcher could begin with the empirical study, an ethics certificate was received from Unisa. Additionally, the researcher sent a formal request to the Department of Education, Limpopo province, to conduct a study in the Capricorn South District (CSD) in the form of a letter. Meetings with school principals of the selected schools in the CSD were arranged to ask permission to conduct interviews and focus group discussions on their school premises. In terms of protecting the participants, all selected participants will receive a consent form that will inform them about the study. The informed consent will also include a section that highlights that they are free to participate in the research, and if they feel the need to withdraw, they should feel free to do so without any pressure.
In terms of anonymity, participants were informed that their names including the names of the schools where data were collected would be protected and no use of real names would be utilized. Instead, pseudonyms [41] posit that they are utilized in research to safeguard the personal information of participants and guarantee their anonymity. Furthermore, the researcher notified participants that they would be the sole individual with access to the collected data. Participants then completed a confidentiality agreement indicating that the obtained data would be retained verbatim and secured in a locked location.
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7. Findings and discussions
This section elucidates the findings and discourse, meticulously organized into two themes that surfaced from the analysis of the data and the research questions of the study, namely, incorporating technological advances into education and constrained resources and infrastructure. The study utilized pseudonyms to refer to the selected participant to conceal or hide their real identities. Data from the study were collected by two data-gathering techniques (semi-structured interviews and focus group discussions).
Table 2 highlights the sampled participants and their schools.
| Participant’s name | School sample | Location of the school |
|---|---|---|
| Principal Jack | School AA | Urban area |
| Deputy principal Grace | School AA | |
| Departmental head Luke | School AA | |
| SMT teacher Matthew | School AA | |
| Principal Mark | School BB | Semi-urban area |
| Deputy principal Jane | School BB | |
| Departmental head John | School BB | |
| SMT teacher Hellen | School BB | |
| Principal Sue | School CC | Rural area |
| Departmental head Jim | School CC | |
| SMT teacher Jude | School CC | |
| SMT teacher Moses | School CC |
Table 2.
A list of the selected participants and their school location.
Theme incorporating technological advances into education.
The main aim of the above theme was to explore how technological integration or incorporation is essential for effective management in the modern era that we are living in. The theme furthermore seeks to explore how school leaders implement and adapt to new versions of online learning platforms which became necessary during and after the impact of the COVID-19 pandemic, digital tools, management of data systems that enhance the teaching and learning. Additionally, the theme focused on the professional development and continuing professional development for educators in the digital literacy and the role school leaders play in providing digital infrastructure that meets the twenty-first century demands of education.
From the semi-structured interviews and the focus group discussions conducted, a majority of the selected participants articulated the following comments.
The Department of Basic Education supplies schools with digital resources and workshops to support teachers facing challenges in integrating technology into their classrooms. In certain schools, particularly in rural areas where network connectivity is consistently poor and sluggish, certain teachers struggle to transition into the digital realm that necessitates contemporary technology, resulting in their reliance on conventional teaching methods. Theft significantly impacts the situation, as purchased digital tools are frequently stolen in certain schools, particularly in urban and semi-urban areas with elevated crime rates. The protracted resolution of theft cases causes hesitation among teachers and school administrators to integrate technology into their classrooms.
From the above responses of School AA and its participants, it was evident that the Department of Basic Education alongside the school leadership seems to be doing its duty in making sure that the incorporation of technology in schools is functional. What makes things to be clear is the synergy of the teachers and the school leaders as it was evident from the responses that when something goes missing and gets damaged, the school leaders make it a point to fix that issue as soon as possible to make sure that the teaching and learning of the school takes place without disruptions. However, theft in both school AA and School BB seems to be a headache to the school leaders because of elevated crimes in their communities.
Unlike school AA and school BB which can purchase certain items that make technological learning effective, School CC on the other hand faces challenges when it comes to purchasing items, and the network connectivity is poor and sluggish.
This frequently results in exasperation among learners and perplexity among educators due to the lack of financial resources that could facilitate the bridging of this technological integration gap
The study’s sub-research question, what are the challenges that school leaders encounter when implementing technology in their school settings gave rise to the following theme: Constrained resources and infrastructure.
Theme 2: Constrained resources and infrastructure.
The main aim of the theme was to explore challenges that play a major role in limiting access to technological resources such as poor network connectivity, lack of funding for technological devices and lack of infrastructure in schools to mention a few. This theme is also aimed at highlighting differences between schools in rural areas and schools in urban settings where the allocation of technological resources is up to date impacting directly to the successful incorporation of technology in the teaching and learning environments.
From the main interviews and focus group discussions conducted; several selected participants articulated the following comments.
In terms of how the school leadership and management tackles the obstacles of low financing and lack of infrastructure, different schools have varied ways of tackling their challenges. Sharing of the minimal accessible digital resources and the prioritizing of teachers and the school personnel to work together and even in some instance using their own personal equipment (Cellphones) to integrate technology in their classroom. The geographical positioning of some schools confers a benefit, as their premises are encircled by enterprises that frequently contribute to the enhancement of the schools. Additionally, the lack of teaching spaces such as mobile classrooms that can assist in terms of the overcrowding of learners in some schools is a big difficulty since the department of basic education often takes time to deliver mobile classes.
The findings from the above participants have shown that the difference in the number of learners have may play a huge role towards how much funding a school get. Principal BB as compared to other SMT teachers from school CC has an advantage in that his school can rely on the funds that the department and the SGB give them. Even though it might not be enough to purchase all they need at that time, the provision of funds as compared to school CC is different. School CC SMT Teacher CC (2), from the response seems unhappy about some of the activities that are taking place in the school premises as other teachers are using the little opportunity provided to them to educate learners for their personal things.
The findings from the aforementioned responses indicated that the school’s location frequently significantly influences its ability to achieve its objectives. Participants situated in an urban location rich in economic opportunities, significantly benefit from donations and grants provided by local entrepreneurs and benefactors. The situation is different for other rural and semi-rural schools, which continue to struggle to achieve their teaching and learning objectives due to the prolonged acquisition of adequate infrastructure and technology for their classrooms. Nevertheless, certain educators are worsening the issue of insufficient digital resources and infrastructure by misusing school devices for personal gain. Evidently, interview findings indicated that some teachers utilize the provided Wi-Fi for obtaining and sharing information with students as part of internet integration, while others frequently employ it for personal activities such as video blogging, WhatsApp, Facebook, and TikTok.
The leadership of the schools and their success were significant implications of the study being examined. The collected data indicated that two chosen schools implemented a distributed leadership style effectively. This leadership style prompted school leaders to consistently modify their approach to meet the demands of their staff and students. Conversely, one school employed the instructional leadership model, stipulating that no financial transactions may occur in the absence of the principal on school grounds. For instance, when a photocopier malfunctions, the entire school personnel must await the school head to restore functionality to the equipment.
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8. Conclusion
The study investigated how can school leadership effectively manage education in the Morden era. From the research conducted, a majority of school leaders, which included the school principal, the deputy principal, the departmental heads, and the SMT teachers had varying experiences on how to manage school effectively in the modern era categorized by technological advancements. From the research conducted it was evident that the location of the school played a huge role in the school attaining its technological and infrastructure objective. The research also showed that the department of education needs to support schools with provision of more resources which includes, instructional materials, infrastructure, technological digital tools, and workshops that would facilitate the incorporation of technology in the modern era.
Because the study was only conducted in three school under the CSD, the study sample was only limited to a specific population and not all schools within the CSD. As such, one cannot generalize that the results from the selected schools are the same as all the schools within the CSD. Furthermore, time was another crucial factor in this study. A majority of selected participants were unavailable at scheduled times which meaning that another time was rescheduled. This meant that the time allocated to complete the study was delayed.
Because this study is conducted in the CSD only, further research can be conducted in other education districts in Limpopo province and even in South Africa as a whole to ascertain whether the research findings of this study can be achieved in other education districts across South Africa.
In terms of recommendations, the study under investigation revealed that most school leaders have different experiences on how to incorporate technology into their schools while some teachers are reluctant to employ technology in their everyday teaching and learning. To remedy this, school leaders should prioritize and invest in continuous professional development for their educators. Continuous professional development in the form of organizing workshop training sessions that would be used to assist educators and leaders to effectively incorporate technology and ICT into administrative tasks and teaching. Furthermore, the study under investigation indicated that insufficient finance and inadequate infrastructure were among the obstacles schools encountered in incorporating technology in the modern day. To tackle this challenge, it is advisable for school leaders to cultivate relationships and pursue partnerships with private enterprises and NGOs to secure funding and grants that would facilitate the acquisition of necessary infrastructure and technological tools, thereby compensating for deficiencies in the education department.
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Acknowledgments
The researchers would like to express their gratitude to the research participants for their valuable contributions to this study. The researchers furthermore want to express their gratitude to the Limpopo Department of Basic Education for permitting them to do research in their schools.
Funding
The existence of a financing entity for this research is not mentioned anywhere.
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