The development of a behavioural competency framework for school principals

Abstract

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.