Responsible Influence of Traditional Leadership on School Governance in KwaZulu-Natal Sandile S. Mbokazi 13 th International EMASA Conference July 2012

Examine a responsible kind of influence that traditional leaders exert on school governance Although a platform for their involvement on schooling has been created through policy, the nature of influence of traditional leadership is determined by the types of school involvement they have adopted The concept of ‘influence’ appears to be a common thread which runs throughout most definitions of leadership This paper provides a framework and scenarios that can be used to understand the conceptual relationship among responsible, transformational and invitational approaches leadership, in order to understand the possible typologies of influence The paper draws largely from formal and informal conversations with traditional leaders and principals.

There are two participating communities with four school each, i.e. two primary schools and two secondary schools Intended Informants are traditional leaders [Amakhosi and traditional councils] School governors [parents, educators and learners] School managers [School Management Teams –principals and HODs Education managers [Superintended of Education Management]

Transformational RESPONSIBLE Invitational Bring energy to bare in social change Aspire to serve the best interest of the nations Ascertain quality of institution and dynamism of leaders Ability to respond flexibly to change Balance interaction within and without institutions Balancing competing demands and engaging people in collective goals Influence attitudes to ensure realisation of vision and mission Focussing on common purpose, while addressing intrinsic rewards, i.e. self- actualisation and developing commitment of the led Challenging the process of change, inspiring shared vision, enabling others to act, modelling the way and encouraging the heart Leader effects change in the attitudes of others while he, him or herself is changing Characterised by either positive or negative interactions that shape one’s concept of self Inform people that they are able, responsible and worthwhile Create an environment that is caring, valuing, tolerant, non-discriminatory, not demeaning communicate through interpersonal interactions; policies, programmes and institutional practices, as well as, the physical environments and context MUTUAL INFLUENCE PROACTIVE INFLUENCE MOTIVATIONAL INFLUENCE

There are liquid differences between responsible, transformational, and invitational leadership, and that the kinds of influences that can be exerted through such approaches to leadership, are interlinked Three typologies of influence are suggested as linking to the typologies of leadership. These are mutual, proactive, and motivational influence There are no concrete boundaries between these typologies, but that they are liquid and superficial constructs The term ‘influence’ is used to mean that traditional leaders may – negatively or positively –manipulate or have power, and effect over school governance

Traditional LeadershipSchool Governing Body Minority MajorityMinority Non- educator Personnel Parents EducatorsLearners

Positive School Ethos and Culture Partnership between Schools and Communities Schools as Centres of Learning and Community Life

Increase ones policy and regulation awareness of legislation within education Empower other traditional leaders to play a meaningful role in education Ensure growth and maturity in influencing school governance PATRIOTISM Exploring all opportunities to participate in school governance or in education system Drawing from previous roles played within the system Become chairperson or parent member in SGBs PARTICIPATION State of readiness to influence Willingness or unwillingness to influence Default influence through consultation by local schools PASSIVE

While they are seen as authoritative and non-progressive, this paper show that traditional leaders can contribute to the education of the South African child through creative and innovative support to school governance in a number of schools in KwaZulu-Natal. This is done through strengthening the role of school governing bodies by ensuring safety and security, promoting infrastructural development and community ownership of schools This contribution, however, is accomplished through three different typologies of traditional leadership involvement: passive, participation, and patriotism, which exists in a continuum The examples presented in the paper illustrated a number of scenarios where traditional leaders were adopting mutual, proactive and motivational influence to governance in schools within their jurisdiction. The agenda of developing responsible leadership in South Africa, and particularly in KwaZulu- Natal, must find ways in which the traditional leadership is seen as an important player in education and development. There are important lessons that this structure presents, which may be founded within the indigenous knowledge systems that can strengthen the democracy in South African schools.