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Professional Discretion of Public School Principals : = An Education Law Perspective.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Professional Discretion of Public School Principals :/
Reminder of title:	An Education Law Perspective.
Author:	Beyers, Rene.
Description:	1 online resource (450 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9798380861854

Professional Discretion of Public School Principals : = An Education Law Perspective.
Beyers, Rene.

Professional Discretion of Public School Principals :An Education Law Perspective. - 1 online resource (450 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ph.D.)--University of Pretoria (South Africa), 2023.

Includes bibliographical references

Research indicates that there is a lack of understanding of the law and legal obligations among school principals. This could directly affect a principal's ability to apply appropriate professional discretion. Without the necessary legal knowledge, it would be almost impossible for principals to apply appropriate professional discretion. Underpinned by the Contextual Intelligence Theory, the purpose of this study was therefore to investigate, analyse, and interpret principals' legal interpretation of their duties, their application of professional discretion, and their perceptions of the role of contextual intelligence when they apply professional discretion. This study also aimed to shed light on principals' decision-making when confronted with difficult decisions concerning management, leadership, legislation, and policy within the context in which their schools are operating. This study adopted a mixed-methods approach from within a pragmatist research paradigm. Data was collected by means of quantitative and qualitative data collection techniques, namely survey questionnaires followed by semi-structured interviews. The findings suggest that there are multiple scenarios in which principals must apply professional discretion and that, in order to protect the best interests of learners and staff, it often means that they are required to ignore official policies which do not allow for the contextual nuances of schools. Various internal and external factors which influence how principals apply professional discretion were identified. Further, principals experience intimidation by departmental officials who are often second guessing their decision-making. As a result, they are often afraid to apply their discretionary powers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380861854Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

Contextual intelligenceIndex Terms--Genre/Form:

554714
Electronic books.

Professional Discretion of Public School Principals : = An Education Law Perspective.
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504 $a Includes bibliographical references
520 $a Research indicates that there is a lack of understanding of the law and legal obligations among school principals. This could directly affect a principal's ability to apply appropriate professional discretion. Without the necessary legal knowledge, it would be almost impossible for principals to apply appropriate professional discretion. Underpinned by the Contextual Intelligence Theory, the purpose of this study was therefore to investigate, analyse, and interpret principals' legal interpretation of their duties, their application of professional discretion, and their perceptions of the role of contextual intelligence when they apply professional discretion. This study also aimed to shed light on principals' decision-making when confronted with difficult decisions concerning management, leadership, legislation, and policy within the context in which their schools are operating. This study adopted a mixed-methods approach from within a pragmatist research paradigm. Data was collected by means of quantitative and qualitative data collection techniques, namely survey questionnaires followed by semi-structured interviews. The findings suggest that there are multiple scenarios in which principals must apply professional discretion and that, in order to protect the best interests of learners and staff, it often means that they are required to ignore official policies which do not allow for the contextual nuances of schools. Various internal and external factors which influence how principals apply professional discretion were identified. Further, principals experience intimidation by departmental officials who are often second guessing their decision-making. As a result, they are often afraid to apply their discretionary powers.
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