School Leaders as Progress Makers: Opening a New Vista for School Leadership in Mauritius

Nathalie Congo-Poottaren, Swaleha Beebeejaun-Rojee

Abstract


Abstract. This small scale study aims at exploring how far school leaders consider themselves progress makers. This is felt important as there is now much emphasis on schools to be more successful in terms of both academic and socio-economic outcomes. The challenge lies in knowing how to make it happen. A qualitative research was conducted.  Furthermore, this article expands current knowledge on school leadership by reporting data gathered from a group of school leaders (n=6) who were mandated during their course in educational leadership to explore new vistas in school leadership and be pioneers as progress makers. Data gathered by means of a semi-structured interview, was analysed using the conceptual framework developed by Clampitt and DeKoch (2011)1 on transforming leaders into progress makers. The main findings illustrate how school leaders struggle to come to terms with the various strategies and tactics associated with progress makers. The study’s implications for future practice and training of school leaders are also considered. The authors hint that school leaders can become progress makers, that is, that metamorphosis can occur, if they consider leading differently and use new leadership practices.


Keywords


Progress makers; School leaders

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References


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