Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
This study examined possible strategies for improving current management and organisational approaches to secondary school effectiveness in Zimbabwe, given the contextual realities of demographic, educational, heath, economic, resource, political and cultural dimensions. The perceptions of secondary school principals (N=32) organised in four (4) focus groups of eight participants each on the main purpose of secondary schooling, the organisational model replicated in the management of secondary schools, the management style mostly used, how principals spent most of their working hours doing, and how the organisation and management of secondary schools in Zimbabwe could be improved to trigger school effectiveness were solicited. The main question in this study is: How could secondary schools in Zimbabwe be organised and managed for effectiveness given certain contextual realities? The interface between Western modes of secondary school management and organisation and contextual realities in developing countries were found to activate school ineffectiveness. The adoption of ivory tower goals, bureaucratic organisational school structures, despotic leadership styles were found to be particularly inappropriate in a developing country such as Zimbabwe. Participants also cited work over-load and ad-hoc meetings as some of the key drivers of secondary school ineffectiveness in Zimbabwe. Participants suggested contextualised goals of secondary schooling and secondary school management and organisational approaches to secondary school effectiveness in Zimbabwe. This final point by the participants succinctly captures the importance and significance of this study. In consequence, the findings of this study has the potential to help reduce the gap between Western modes of secondary school management and organisation secondary school management and organisation that take into account the specific contextual realities such as demographic, economic, resource and cultural contexts that are so pervasive in most developing countries.

Keywords: principals, secondary school effectiveness, secondary school management, Zimbabwe

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