Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands' secondary schools
Malasa, D. P. (2007). Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands’ secondary schools (Thesis, Master of Educational Leadership (MEdLeadership)). The University of Waikato, Hamilton, New Zealand. Retrieved from http://hdl.handle.net/10289/2429
Permanent Research Commons link: http://hdl.handle.net/10289/2429
This study investigates issues impeding effective school leadership in Solomon Islands' secondary schools. In particular, it examines principals' perceptions of those issues that impede their effective leadership of their schools. There is an international literature focusing on this area that has contributed to the study. However, many of the research findings in western contexts are invalid in the context of a developing nation such as the Solomon Islands. Thus contextual specificity was an important underlying factor in the study.The research data was gathered using qualitative methods. Specifically, interviews with five principals were conducted using semi-structured interviews and was analysed using a thematic analysis approach. The research fieldwork was carried out in the Solomon Islands in August 2006.A sample of five participants was used. They were selected from five schools representing Community High Schools (CHS) and senior Provincial Secondary Schools (PSS) in two provinces and the Honiara City Council. The key findings of the study identify a range of factors that inhibit effective school leadership. These included a lack of initial training and support for on-going professional learning, unfavourable conditions of service, poor quality of teachers' professional practice, poor school facilities and infrastructure, poor administrative infrastructure, lack of appropriate and adequate financial resources, lack of support personnel, policy and systemic issues, social and cultural issues, and issues pertaining to school-community partnerships. Based on the findings identified in the study, recommendations were made on how to improve effective leadership of the schools throughout the Solomon Islands. Of particular importance is the establishment of professional development programmes for both newly appointed and servicing principals. Such programmes should enhance the leadership capacity of the principals in the schools and create a more conducive learning environment.
The University of Waikato
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