1. A CRITICAL REALIST PERSPECTIVE OF LEADERSHIP PRACTICES

2. There are many leaders, not just one. Leadership is distributed. It resides not solely in the individual at the top, but in every person at every level who in one way or another, acts as a leader

3. PrincipalEducators

4. Field of Ed Leadership & Management South Africa -1994 > transform Policymakers faith in ed. Task Team Report (1996) legacy of apartheid > collective efforts > Boost morale. Despite the promulgation of sophisticated policies Leadership collective....

5. Field of Ed Leadership & Management South Africa -1994 > transform Policymakers faith in ed. Task Team Report (1996) legacy of apartheid > collective efforts > Boost morale. Despite the promulgation of sophisticated policies Leadership collective....

6. PRINCIPAL KEYAsh & Persall (2000), Harris & L Lambert (2003), Murphy, (2009) Kotter (2000), Spillane, Camburn and Pareja (2000) ENTRENCHED BELIEFS AND IDEOLOGIESKatzenmeyer& Moller, (2001), Harris & Lambert (2003), Harris, (2008). Grant (2010), Singh, (2007), Moonsamy, (2010), Nene (2010) UNDERSTANDING THE CONCEPT OF LEADERSHIP & MANAGEMENT Headship Great man theory Management more status Leadership & Management linked Grant (2010) Davidoff & Lazarus(1994) Fullan (2009), Covey (2004), Singh (2007), Moonsamy (2010), Nene (2010) LITERATURE REVIEW

7. DISTRIBUTED LEADERSHIP Group activity Fluid and emerging Contours of expertise Emergent Leadership practice Analytical tool Harris (2007), Davies (2009), Hargreaves (2007), Goleman (2002), Bennett et al (2003), Gronn (2000), Grant (2010), Prew (2007), van der Mescht & Tyala (2008), Bolden, Petrov & Gosling, 2009). TEACHER LEADERSHIP Influence others > improved practice. Harris (2003),Harris & Lambert (2003), Hargreaves (1992), Katzenmeyer & Moller (2001), Grant (2010), Fullan & Hargreaves (1991). LITERATURE REVIEW

8.  Social Realism- Margret Archer culture, structure, agency  Distributed Leadership Theory Spillane (2006) Leader follower dualism Gunter’s graded categorisation dispersed authorised democratic

9.  Qualitative enquiry based on the philosophy of Critical Realism - Bhaskar  Critical Realism - Layered ontology Empirical, Actual, Real  World exists independent of our knowing  Underlying mechanisms that give rise to what is happening at the level of the actual, empirical. Analytical dualism

11. Level of the Empirical Level of the Actual Level of the real

12.  Case Study methodology  Research sites and sampling  Methods of Data collection Interview and focus group interview Observation Journal writing by primary participants Transect walk Document Analysis

13.  Critical Discourse Analysis  Fairclough’s framework for analysing a social event  Archers framework for analysing the level of the real to establish the underlying cultures, structures and agential influences that give rise to the underlying mechanisms that give rise to the events and experiences at the level of the actual and empirical respectively.

14.  DISCOURSES OF THE LINE FUNCTION - Organogram - Grade Controllers - Space created for L1 Educators to lead

15.  DISCOURSE OF THE VISION AND MISSION OF THE SCHOOL - Vision and Mission ingrained - All activities centred around the Vision and Mission Statement of the school - Educators encouraged to come up with innovations.

16.  DISCOURSE OF ROLE PLAYED BY LEVEL 1 EDUCATORS in taking the lead - Management monitors and controls - Space provided for L1 Educators to take on key leadership positions - Become corporate agents

18.  Underlying structures, mechanisms and agential influences  Where does the power lay?  What kind of power? Power over people or power over events  Level 1 educators rise as Corporate agents  How is distributed leadership enacted in practice?  Recommendations for further research

20. Through distributing leadership learners emerge as leaders