Decentralisation of school leadership and principal autonomy in the South African education system
Résumé
In the context of increasing decentralisation of educational management, principals are expected to navigate complex governance structures that often limit their decision-making power; however, the extent of their autonomy varies significantly across different governance systems.This qualitative conceptual discourse analyses the policy implications of granting school principals' autonomy in school leadership and governance.The findings highlight the need for balanced policies that empower principals while maintaining rigorous accountability measures to ensure equitable and high-quality education.Policy recommendations are provided to enhance governance frameworks, support leadership training for principals to foster effective school leadership, and foster environments conducive to educational excellence.This paper contributes to the ongoing discourse on optimising school governance structures to support principal autonomy and improve educational outcomes.Through addressing these issues, this paper aims to offer practical insights for policymakers seeking to design governance systems that both empower school leaders and uphold the standards necessary for consistent and fair educational practices.
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