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Academic literature on the topic 'Educational leadership – Mauritius'
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Journal articles on the topic "Educational leadership – Mauritius"
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Chukowry, Dorine Marie Christiane. "Teacher leadership in six secondary schools in Mauritius." International Journal of Educational Management 32, no. 6 (August 13, 2018): 990–1000. http://dx.doi.org/10.1108/ijem-06-2017-0144.
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Purpose The purpose of this paper is to examine teacher leadership in six private secondary schools in Mauritius and establish the extent to which teachers are taking up leadership roles at schools’ level. Design/methodology/approach This study focusses on three high-performing and three less-performing private secondary schools in Mauritius. An interview was carried out with the six rectors (heads) of the selected schools. Findings Teacher leadership is an emerging phenomenon in the Mauritian educational context. The outcomes of this research have significance in providing guidance for policy development in this area concerning Mauritian education. Research limitations/implications Time and resources were the constraining factors. It was a survey of heads only and different responses could have been received if students and teachers had been included in this study. The ideal would have been to have a wider coverage of the survey. Practical implications This study shows how teacher leadership can impact schools in a positive manner. Results from this study confirm that the success of teacher leaders depends largely on the rector’s philosophy of power sharing in the setting in which they work. Originality/value This paper is a pioneer research paper focussing on teacher leadership in six private secondary schools in Mauritius. This original and unique piece of work offers the international audience a clear understanding of the teacher leadership phenomenon in Mauritius.
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Ramesh, Vani. "Educational Leadership Styles, Secondary School Performance and Learner’s Achievement in Mauritius." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5006–18. http://dx.doi.org/10.37200/ijpr/v24i4/pr201600.
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Jinot, Belle Louis. "Barriers to the Effective Implementation of Behavioural Strategies by Principals of State Secondary Schools in Mauritius." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 9–18. http://dx.doi.org/10.2478/mjss-2018-0110.
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Abstract One of the leadership role of the secondary school principal is learner discipline management. However, in the context of Mauritius, the behavioural strategies that they implement are found to be ineffective due to various barriers. This study examines the current barriers that are imbedded into the education system and which are obstacles to effective learner discipline management. A qualitative research approach was adopted in order to collect data on the barriers among principals, educators, parents, superintendents and learners. It was found that political interference of parents, the universal free transport system, too much bureaucracy when reporting cases of indiscipline to the Ministry of Education, a lack of collaboration between educators, the school superintendent and the principal, and a lack of parental involvement in learner discipline management in schools are the main barriers to the effective implementation of behavioural strategies by principals in the state secondary schools in Mauritius. Based on the findings, the study recommends that the Ministry of Education rethink about the educational policies in terms of free transport for learners and that the school principal, along with the parents, educators, learners and superintendent, sets up a school discipline plan that would adopt a collaborative management of the problem of learner discipline.
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Lukea Bhiwajee, Soolakshna, and Thomas N. Garavan. "The empowering of public sector officers in the Mauritian public sector in the context of reforms." European Journal of Training and Development 40, no. 4 (May 3, 2016): 262–83. http://dx.doi.org/10.1108/ejtd-02-2014-0016.
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Purpose The purpose of this study is to provide insights about the usefulness of management education for the public sector in the Republic of Mauritius, which embarked on reforms initiatives around two decades ago. In this context, public officers were encouraged to follow specialised management courses. However, as at date, there is considerable evidence to say that the Mauritian public sector has not been successful in adopting new public sector management (NPM) doctrines. This study investigates into the effectiveness of the public sector management courses offered to the public servants in Mauritius to cope with NPM. It tries to identify the barriers that they face to implement what they have learnt, back at the workplace. Design/methodology/approach The study makes use of the qualitative method using thematic analysis to analyse data, which was gathered through an unstructured interview carried among principal assistant secretaries and assistant secretaries of the Mauritian public sector. Findings The study showed that while NPM is still making its way in the Mauritian public sector, officers perceived that management education has helped them in gaining the required scientific skills and competencies to cope with their day-to-day work. But applying them to the workplace has not been easy. The major factors put forward by these officers have been mainly the ingrained public sector culture and existing leadership. Originality/value While extant researches focus on the success or failure of the implementation of NPM in various governments around the world, this study investigates how far management education has helped public sector officers adopt NPM doctrines in the Mauritian government. In doing so, it has also identified the barriers to the implementation of NPM in the Mauritian public sector.
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Samuel, Michael. "EDUCATIONAL LEADERSHIP: THE AUDIENCE CREATES THE TEXT." International Journal of Educational Development in Africa 1, no. 1 (October 14, 2014): 31–45. http://dx.doi.org/10.25159/2312-3540/4.
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Alternative conceptions of educational leadership that challenge the performativity culture do not appear substantively to alter the trajectory of practitioner’s everyday choices. This article uses as data the responses from three different audiences to a presentation on such alternative conceptions. The three groups were academics attending an educational leadership conference, circuit managers as part of a post-project workshop, and a group of aspirant school rectors in a training diploma programme. The first two groups were South African and the third a Mauritian audience. The audience responses show how they subverted, re-interpreted and jettisoned the message of the presentation. Three vignettes constitute the analysis of the audiences’ foregrounding of the lived complexities of making alternative leadership choices. The article suggests we need to be aware of how and why practitioners will choose or not to become alternative proponents of the dominant discourses around ‘educational quality’.
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Claude Ah-Teck, Jean, and Karen E. Starr. "Total Quality Management in Mauritian education and principals’ decision-making for school improvement." Journal of Educational Administration 52, no. 6 (August 26, 2014): 833–49. http://dx.doi.org/10.1108/jea-06-2012-0075.
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Purpose – Reflecting the Mauritian government's “quality” agenda and its focus on school leadership, this paper reports the findings of research exploring Mauritian principals’ views about the use of total quality management (TQM) for school improvement. While aspects of this research have been reported elsewhere, the purpose of this paper is to focus on school leaders’ use of data and evidence in making decisions for school improvement. Design/methodology/approach – The paper reports on qualitative aspects within a mixed methods research with data collected by means of semi-structured interviews conducted with a purposive sample of six principals. The analysis of the data were an exercise in grounded theory building. Findings – The paper expands the knowledge of principals as quantitative data users arguing that qualitative information based on professional discourses, human judgements and lived experiences should be equally valorised if TQM is used for making informed educational decisions. Research limitations/implications – The research relied on principals’ views as the unique source of data. The perspectives of the other stakeholders would offer a richer description of leadership reality in Mauritian schools. Practical implications – The paper suggests a more participatory decision-making model for effective change that could rightfully engage all stakeholders through various complementary quantitative and qualitative processes. It further recommends that alongside the core systemic qualities of TQM, there are ethical, moral and cultural dimensions of leadership that could enhance the teaching and learning environment. Originality/value – While confirming some extant research, the paper brings new thinking to understanding the critical role of principals within the TQM scenario of data-driven decision making.
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Veer Ramjeawon, Poonam, and Jennifer Rowley. "Knowledge management in higher education institutions: enablers and barriers in Mauritius." Learning Organization 24, no. 5 (July 10, 2017): 366–77. http://dx.doi.org/10.1108/tlo-03-2017-0030.
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Purpose The purpose of this study is to contribute to research on knowledge management in higher education institutions (HEIs), by studying the enablers and barriers to knowledge management in a country with a developing higher education sector, Mauritius. Design/methodology/approach Semi-structured interviews were conducted with senior staff in the main public and private HEIs in Mauritius. Questions focused on knowledge management, including relevant barriers and enabling factors to knowledge creation, knowledge sharing and knowledge transfer. Findings Although participants were able to discuss knowledge management, none of the universities had a knowledge management strategy. Moreover, more barriers than enablers to knowledge management were identified. Barriers included: a lack of policies and reward mechanisms, resources, data, funding and time for research, coupled with frequent leadership changes, a lack of a knowledge-sharing culture and research repositories and weak industry–academia linkages. Enablers were perceived to be: qualified and experienced academic staff in public HEIs, information technology (IT) infrastructure and library/digital library and some incentives for knowledge creation and transfer. Originality/value Previous research on knowledge management in universities has focused on countries with a relatively well-developed higher education sector. This research contributes by focusing on the perceived barriers and enablers to knowledge management in a country with a small and developing higher education sector.
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Jinot, Belle Louis, and Horil-Khulputeea Savitree. "Teacher Motivation: Does It Matter to Primary School Teachers in Their Practice?" Asian Journal of Education and Social Studies, June 17, 2020, 16–26. http://dx.doi.org/10.9734/ajess/2020/v8i330224.
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Motivation is a fundamental concept of professionalism and efficacy for teachers. The present study investigated the motivational factors that affect the performance of primary school teachers in Mauritius. Governments have in the past come up with major educational reforms, but many shortcomings of the education system have influenced teacher motivation. The empirical data was analysed by using mixed methods with a semi-structured questionnaire and interviews from practising teachers to allow the researcher to draw valid conclusions. The purposive and convenient sampling was used for the case study research design. The findings indicated that the motivation of teachers was influenced by several aspects of their job. Teachers were not motivated due to excessive parental involvement, a lack of discipline of pupils inside and outside the classroom, unwilling learners and poor working conditions. However, most of them were more intrinsically than extrinsically motivated. It was also found that the Ministry of Education had a significant influence on their motivation, especially in the context of the Nine Year Continuous Basic Education reform. The researcher recommended that teaching materials and further teacher training should be provided to teachers and the management staff should be trained in using effective leadership and management of schools.
Dissertations / Theses on the topic "Educational leadership – Mauritius"
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Kausmaully, Essan. "The relationship between the leadership style of principals and school climate in private secondary schools in Mauritius." Diss., 2005. http://hdl.handle.net/10500/1532.
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Leadership styles of principals and school climate are two factors that vary greatly in different private secondary schools in Mauritius. They also contribute immensely in the making of a school a peaceful and happy work place for both staff and students.
This study first presented a literature review on leadership styles of principals and school climate. References were made from many sources in order to have a clear overview on these two factors.
A qualitative research based on interviews and observations was conducted on teachers and principals from nine private secondary schools in order to fulfill three aims of the study.
Firstly, the types of leadership styles adopted by principals in private secondary schools in Mauritius were assessed.
Secondly the types of school climate that prevailed in these private secondary schools were evaluated.
Lastly, the relationship between the leadership styles of principals and school climate in the private secondary schools was investigated.
The results revealed that when the democratic style of the `power' concept of leadership was used alone or with other styles but was more prevalent, the principals of these schools scored `high' in both the initiating structure and consideration items of the `relational' concept of leadership and, the climate of these schools was classified in the category of `others' but was more `open' than `closed'. However, when the authoritarian style of the `power' concept of leadership was used with other styles but was more prevalent, the principals either scored `low' in both the initiating structure and the consideration items or `low' in the consideration items only of the `relational' concept of leadership and the climate was more `closed' than `open'.Educational Studies
M. Ed. (Education Management)
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Belle, Louis Jinot. "The role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools : an education management model." Thesis, 2016. http://hdl.handle.net/10500/21900.
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Learner discipline is one of the pillars of the education system of any country. However, research studies have found that it has become the number one public health problem in state secondary schools in Mauritius, in particular, over the past decade. This study aimed at determining the role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools. The researcher determined the causes of a lack of learner discipline, the possible barriers that prevent state secondary school principals from maintaining effective learner discipline and the disciplinary strategies that the principal may adopt and implement for effective learner discipline. The qualitative research approach was used for the empirical inquiry carried out in the selected research sites. The researcher gathered information about learner discipline and disciplinary strategies from selected participants, namely 24 learners, 24 educators, 24 parents, 4 principals and 2 school superintendents from four state secondary schools through focus group interviews, individual interviews and non-participant observation. The study revealed that all the stakeholders in the education system of Mauritius, inter alia the principals, parents, school superintendents, educators, learners, the Educational Zone Directorates and the Minister of Education have a misconception of learner discipline. They follow a custodial perspective rather than a humanistic perspective of learner discipline at schools: they adopt reactive and punitive or corrective disciplinary approaches instead of proactive, preventive and positive approaches to learner discipline management. The literature study on the causes of learner indiscipline and the reseach-based behavioural strategies and the empirical inquiry in the selected schools allowed the researcher to make a critical assessment of the current disciplinary strategies implemented by the state secondary school principals. In addition, the findings of the investigation provided the researcher with the knowledge to propose a learner discipline management model. The model provides the principals with the research-based strategies and guidelines to effectively manage learner discipline.Educational Leadership and Management
D. Ed. (Education Management)
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Belle, Louis Jinot. "The role of secondary school principals in motivating teachers in the Flacq district of Mauritius." Thesis, 2007. http://hdl.handle.net/10500/1580.
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From the wave of policy reforms of the new Minister of Education and Human Resources for a "World Class Quality Education", stakeholders have been ascribing the poor quality of learner performance to a lack of motivated teachers. This study focuses on the factors that impact on teacher motivation in the Flacq district of Mauritius and on the role of the principal in enhancing teacher motivation. An empirical investigation based on qualitative research was conducted following the literature study on these two themes. Motivational factors pertain to the school-based personal and professional needs of the teacher. Due to centralised school governance and instructional leadership tasks being delegated to the School Management Team, principals are not effective teacher motivators. Recommendations relate to transformational, distributive and participatory leadership strategies for optimal instructional principalship.Educational Leadership and Management
M. Ed. (Educational management)