How principals understand and interpret policy and its implementation: Case study in the Republic of South Africa
Journal Title: International Journal of Pedagogy, Innovation and New Technologies - Year 2015, Vol 2, Issue 1
Abstract
Since 1994, when a new government came into power in South Africa, the country has seen the introduction of a vast number of new policies. Indications are that the government assumed a uniform interpretation and implementation of these policies. This article is written to report on the findings of a qualitative study aimed at determining to what extent this assumption was true with regard to a purposively selected sample of school principals’ understanding of their role as mediators in the implementation of a religion-in-education policy. The school principals included in the sample were all part-time postgraduate students in Education Management and Leadership at the University of Pretoria and had been in education for at least ten years. Research data, collected through narrative inquiry, indicates that, because they had received no or insufficient training on policy implementation, these principals either ignored the policy and maintained the status quo or, when faced with religious interest conflict, partially sub-contracted into the policy. The specific findings of this study are presented in this article.<br/><br/>
Authors and Affiliations
Jan Nieuwenhuis, Maitumeleng Ntho-Ntho
Keywords
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- EP ID EP52594
- DOI 10.5604/23920092.1159124
- Views 204
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