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Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges
ARTICLE

International Journal of Educational Research Volume 79, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This paper claims that well informed and engaged school leaders turn the implications of out-of-field teaching practices into positive challenges. Teachers teaching outside their fields of qualification or expertise influence the quality of teaching and learning. A phenomenological approach moves beyond existing statistics on the out-of-field phenomenon towards an in-depth understanding of the lifeworld of teachers in these positions. Through various lenses of educational directors, principals, specialists, out-of-field teachers and parents, the paper examines unsettling truths about the pressures surrounding the out-of-field phenomenon. The findings offer evidence of the transformation school leaders can bring about. The paper asserts that an in-depth understanding of the phenomenon influences school leaders’ decisions. Identification of tension between lived experiences and leaders’ perceptions inform recommendations.

Citation

Du Plessis, A.E. (2016). Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges. International Journal of Educational Research, 79(1), 42-51. Elsevier Ltd. Retrieved May 10, 2021 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2016.06.010

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