Optimising school leadership development for 21st-century learning: An in-depth analysis of South African private secondary schools in KwaZulu-Natal

Abstract

There have been significant and rapid improvements in information and communication technology (ICT) since the early 1990s. Subsequent global changes have increased with the onset of the Fourth Industrial Revolution and have dictated pedagogical transformation. Many countries have moved from traditional approaches of education to 21^st-century Learning (21CL). 21CL is ICT-aligned and inquiry-based.

School leadership directly influences all structures and individuals within a school. It has the potential to be one of the cornerstones of the paradigm shift to 21CL. This research investigated the relationship between school leadership and ICT-driven 21CL, to develop a leadership model.

Quantitative and qualitative data were required to achieve the research objectives. The research, therefore, adopted a mixed methods research approach that is underpinned by the positivist and interpretivist paradigms. A multiple case study design was used. The data collection methods employed were questionnaires, semi-structured interviews, and focus group interviews.

The research findings show that the four dominant leadership theories which have proven to be critical facets of 21CL are ecological leadership, system leadership, transformational leadership, and strategic leadership. The results also show that school leadership training, specifically designed for 21CL, is limited in South Africa. The study produced a leadership model for the enactment of 21CL. It is recommended that further research be conducted in both private and public schools, in other South African provinces.

Keywords: Leadership, 21^st-century Learning, Information and Communication Technology