Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia

DOIhttps://doi.org/10.1108/JEA-06-2018-0113
Pages81-95
Published date22 October 2019
Date22 October 2019
AuthorHaaveshe Ndeutalala Nekongo-Nielsen,Elizabeth Ndeukumwa Ngololo
Subject MatterEducation,Administration & policy in education,School administration/policy,Educational administration,Leadership in education
Principalsexperiences in the
implementation of the
English Language Proficiency
Programme in Namibia
Haaveshe Ndeutalala Nekongo-Nielsen
Department of Contemporary Social Issues,
University of Namibia, Windhoek, Namibia, and
Elizabeth Ndeukumwa Ngololo
Department of Educational Research, Multidisciplinary Research Centre,
University of Namibia, Windhoek, Namibia
Abstract
Purpose Namibian principals are usually placed in leadership positions without orientation and are found
to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted
elsewhere in the world found that effective school leadership is needed for the success of professional
development programmes. The purpose of this paper is to explore principalslived experiences with regard to
their roles in the implementation of the English Language Proficiency Programme (ELPP).
Design/methodology/approach This paper followed a qualitative inquiry with multiple case study
designs to explore principalslived experiences during the implementation of the ELPP. Ten schools were
selected for the analysis, two from each of the five regions. The schools were selected on the basis of
remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and
combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data
analysis produced five categories under which the results were presented.
Findings The findings indicate that principals applied their individual logic to accommodate and
implement the programme. They applied their individual productive leadership habitus to contextualise
ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher
learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills
influenced the ways in which teachers received instruction and created a conducive learning environment.
Owing to principalsadministrative, instructional and transformational leadership, many teachers
participated and transcended upward and some were declared proficient in English.
Research limitations/implications This study research the effectiveness of leadership regarding
English professional development programmes in achieving goals, explore power relations between school
principals and education officials when developing and implementing professional development programmes
and establish more efficient ways of providing a better leadership model for professional development
programmes to achieve goals.
Practical implications This paper was limited to a few principals at rural schools in selected regions,
therefore findings could not be generalised.
Social implications There is a need for creating opportunities for interactions among all stakeholders
who are involved in the development and implementation of English proficiency programmes and to build
power relations and work as a team to benefit schools. In order to enhance programme implementation and
improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to
challenges as a team.
Originality/value Placing principals in situations without orientation triggered the need for specific
leadership logic and particularities to be applied in a context for the success of the programme, which resulted
in participation of more teachers in the ELPP. They applied their particularities and productive habitus
through administrative, instructional and transformational leadership to enhance learning. Principals
appointed English language teachers to instruct and mentor others, and consequently enabled some
principals and teachers to exit the programme. Principals achieved these short wins upon realising that one
has to cooperate with the authority to ensure achieving desired outcomes.
Keywords School leadership, English Language Proficiency Programme, Logic of practice,
Principalsexperiences, Productive leadership habitus, Teacher professional development programmes
Paper type Research paper
Journal of Educational
Administration
Vol. 58 No. 1, 2020
pp. 81-95
© Emerald PublishingLimited
0957-8234
DOI 10.1108/JEA-06-2018-0113
Received 13 July 2018
Revised 2 October 2018
28 March 2019
17 June 2019
29 July 2019
9 August 2019
17 August 2019
21 August 2019
Accepted 22 August 2019
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0957-8234.htm
81
ELPP in
Namibia

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