Exploring Principal Identity Models for Effective School Management in uMgungundlovu District, South Africa
DOI:
https://doi.org/10.25077/amar.9.2.145-173.2025Keywords:
Principal’s identity, identity models, effective school management, collaboration, organisational successAbstract
This study explores effective models of principal identity in relation to school management and leadership within the uMgungundlovu District of KwaZulu-Natal, South Africa. It examines how principals perceive and develop their professional identities, and how these evolving identities impact effective school management and administration. Therefore, the study identifies both the challenges and potential solutions for improving school leadership practices. The central argument is that a principal's influence and effectiveness stem from the continuous evolution of their professional identity from their experiences as teachers to their eventual roles as school leaders. Grounded in the theory of intersectionality, as a lens to uncover the identity of principals for effective management. The study employs an interpretivist qualitative paradigm to explain principals’ identities. Data was collected through semi-structured interviews, focus group discussions, and document analysis. Thematic analysis was used to interpret emerging themes and provide nuanced insights into the participants’ experiences. Findings reveal that understanding a principal’s identity is fundamental to enhancing school management and leadership effectiveness. The study concludes that collaboration and open communication among principals are critical to organizational success. Furthermore, sharing professional experiences, resources, and best practices fosters a deeper appreciation of how identity development contributes to effective school leadership.
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