000			01849nam a22002297a 4500
001			46792
003			OSt
005			20240301110812.0
008			240301b |||||||| |||| 00| 0 eng d
100			_aBLOSE Sibonelo
245			_aTeacher leadership in action: _ban inquiry into the lived experiences of subject heads in secondary schools/ _cSibonelo Blose and Ndumiso Quincy Khuzwayo
260			_c2023
520			_aThe move toward more shared and participatory approaches to leadership is gaining momentum in South African schools. This move is underpinned by the supreme law of the country – the Constitution which informs all laws including education law. Specifically, the National Education Policy Act No.27 of 1996 fosters democracy and wider participation in schools by advocating that teachers practice and participate in leadership. According to this policy, teachers need to participate in democratic decision-making structures that support learners and colleagues, as well as demonstrates responsiveness to changing circumstances and needs. One way in which schools can heed the call of the aforementioned policy is through creating informal leadership opportunities like subject head positions, which give ordinary teachers an opportunity to coordinate a group of teachers teaching a similar subject in a school. In this paper, we direct our focus to this informal leadership position.
598			_aTEACHERS, LEADERSHIP, SOUTH AFRICAN SCHOOLS, NEWARTICLS
650			_aLEADERSHIP _xTEACHER
650			_aSOUTH AFRICAN SCHOOLS
700			_aKHUZWAYO Ndumiso Quincy
773			_gInternational Journal of Leadership in Education, Vol 26, No 2, March 2023, page: 244-25944-259
856			_uhttps://www.tandfonline.com/doi/full/10.1080/13603124.2020.1808710 _zClick here for full text
942			_2ddc _cARTICLE _n0
999			_c46792 _d46792