Strategies for Principal-Teacher Development: A South African Perspective

Vimbi P. Mahlangu


The aim of this article is to highlight the strategies used by school principals in facilitating their development and their teachers in primary schools in Limpopo and Mpumalanga Provinces of South Africa. The Department of Education in these provinces expects school principals and teachers to bring change in their school performances. The problem is that in these schools principals and teachers’ professional developments is a challenge. Interviews were conducted with fifteen school principals who were purposively selected and their teachers completed a questionnaire. Professional development in the sampled schools was done in the form of workshops, individually guided staff development observation/assessment and training.

DOI: 10.5901/mjss.2014.v5n20p1378

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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