Challenges faced by newly appointed principals in Zimbabwean teachers’ colleges

Abstract

Background: The effectiveness of principals in teachers’ colleges is a critical factor in ensuring that lecturers are well prepared to meet the educational needs of students. However, newly appointed principals often face challenges impacting their ability to lead and manage colleges effectively. These challenges can have significant implications for teacher education and the development of the education system.

Aim: This article explores the challenges recently appointed principals face in Zimbabwean teachers’ colleges.

Setting: The study was conducted in Zimbabwean teachers’ colleges, focussing on the experiences of newly appointed principals.

Methods: A qualitative case study design involved purposeful sampling of 10 recently appointed principals. Interviews and document analysis were used for data collection, and thematic analysis was used to identify key themes.

Results: The study found that recently appointed principals faced numerous challenges, including insufficient professional development, resistance from long-standing staff members and exclusion from decision-making processes.

Conclusion: To address these challenges, thorough induction programmes are recommended to acquaint new principals with the intricacies of the college setting, such as rules, regulations and leadership requirements. Furthermore, frequent pre-service and in-service training courses that improve pedagogical, managerial and leadership abilities must be provided.

Contribution: This research holds significant importance as it provides a comprehensive understanding of newly appointed principals’ challenges in Zimbabwean teachers’ colleges, contributing to the limited literature on educational leadership in developing countries. By identifying the specific leadership, resource and policy challenges these principals face, the study offers valuable insights into the complexities of managing educational institutions in Zimbabwe.