Stakeholders’ perceptions regarding the extent to which work experience prepares senior teachers for school leadership

Abstract

This study sought to examine stakeholders’ perceptions regarding the extent to which work experience at the level of senior teacher effectively prepared aspiring incumbents for school leadership. The study employed the qualitative research design. A total of 30 participants, comprising school heads, deputy heads and senior teachers who were drawn from selected secondary schools from a district in south eastern Zimbabwe, constituted the sample. Focus group interviews were used to collect data from the participants. The findings indicated that participation in school leadership provided senior teachers with an opportunity to develop a conception of headship role through participation and observation. The study also highlighted the challenges that inhibited the capacity of senior teachers to develop the necessary skills that could provide them with adequate professional grounding for their transition into positions of school leadership upon promotion. The study established that such factors as the leadership style of the school head, micro-politics within the school, gender discrimination and lack of in-service leadership training for senior teachers were cited as the major challenges that affected the leadership development of senior teachers. The study recommends the need for education authorities to develop a formal school-based professional development plan that commits school heads to provide on-the-job training for senior teachers.