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.
Keywords: leadership challenges; effective management; teacher education; professional development; newly appointed principals.
Introduction
Newly appointed principals in Zimbabwean teachers’ colleges face significant challenges that affect their ability to lead effectively. Despite their solid academic and managerial backgrounds (Medford & Brown 2022), these principals encounter difficulties in financial management, personnel coordination and curriculum oversight (Lazenby, McCulla & Marks 2022). However, there is limited research on the specific challenges these leaders face within the context of Zimbabwean teachers’ colleges. The colleges they lead are unique because while training future teachers, they navigate resource constraints, government policy changes and the socio-political environment affecting students and staff members.
Principals play a crucial role in shaping the quality of teacher education, which in turn impacts the overall development of the education system (Kılınç & Gümüş 2021). However, newly appointed principals in Zimbabwe often encounter resistance from long-standing staff, insufficient in-service training and exclusion from decision-making processes (Galdames et al. 2018). These obstacles hinder their ability to lead effectively and create an optimal learning environment.
The role of a principal in educational institutions has evolved to encompass not only administrative tasks but also the creation of an environment that enhances teaching and learning. According to Feng (2020) and Lazaro et al. (2014), principals are responsible for planning, organising and managing educational strategies. They also enforce ministry and institutional policies while fostering effective communication with students and staff to understand their needs and provide guidance (Ng & Szeto 2016). In African contexts, including Zimbabwe, principals face additional challenges, such as working in under-resourced settings with inadequately trained staff and often receiving limited formal leadership training before appointment (Bush & Oduro 2006; Green 2023).
While the challenges faced by newly appointed principals in African colleges may share similarities with global trends, the specific issues related to resource constraints, community dynamics and inadequate leadership training distinguish the African experience (Hodges 2024). Addressing these challenges requires focussing on leadership development, stakeholder engagement and establishing effective governance structures to help principals navigate complex educational environments successfully.
The study underscores the critical role of government support, institutional policies and professional development in enhancing the efficacy of newly appointed principals. It can guide policymakers and education stakeholders in devising more effective induction and training programmes for emerging leaders. Furthermore, it emphasises the significance of community engagement and stakeholder collaboration in advancing leadership outcomes, principles that can be relevant to similar educational environments in other developing regions. It has theoretical significance in enriching the broader literature on leadership in education by offering a contextualised perspective on the Zimbabwean educational landscape.
This article is thus guided by the following research question: What leadership challenges do newly appointed principals in Zimbabwean teachers’ colleges face?
Literature review
While leadership training for school heads is widely emphasised in global literature, many African principals are chosen based on their teaching experience rather than leadership abilities (Green 2023). This approach often results in new principals being unprepared for the complexities of their roles, particularly in resource-limited environments. Effective leadership and management are crucial for driving improvements in college performance and student learning outcomes, as Constantinou and Ainscow (2020) indicate. Studies have demonstrated that leadership training significantly improves a principal’s capacity to manage institutions effectively, yet many colleges lack the resources or infrastructure to provide such training (Hayden & Thompson 2010).
Zimbabwean colleges encounter distinct challenges regarding the qualifications necessary for appointing principals. Rather than their capacity for leadership, new principals are usually selected based on their prior teaching experience, leading to deficiencies in leadership skills (Feng 2020). This can hinder their ability to fulfil their responsibilities effectively and ensure the success of the college. Bush, Kiggundu and Mooros (2011) contend that the challenges principals face in developing countries differ significantly from those encountered in developed countries such as the United States of America, the United Kingdom and Australia. For example, in Kenya, new principals often grapple with student poverty, inadequate teaching materials, insufficient physical infrastructure and inadequate teacher housing (Abeid 2015).
Additionally, Botha (2019) conducted an empirical study of new principals in South Africa, which revealed that many principals encounter difficulties with instructional leadership, financial management and human resources. Similarly, Hao (2020) emphasised the lack of financial and institutional support for principals. These findings indicate a widespread issue across developing countries. Newly appointed principals are often thrust into leadership roles without adequate preparation for their financial and logistical challenges. Limited external support exacerbates these issues, making it challenging for principals to adapt to their new roles effectively.
Another peculiar issue in African contexts is resistance from lecturers and other staff members, which can present additional obstacles for new principals. Ndoda and Maruba (2017) observe that colleges function as open systems, interacting with the communities in which they are situated. Consequently, a newly appointed principal may encounter resistance if they do not align with the community’s cultural, religious or ethnic values. For instance, a principal assigned to a Catholic school who does not share the faith or a principal from a Ndebele cultural background deployed to a Shona language-speaking community may face hostility (Khochen & Radford 2012). Such tensions can undermine the principal’s authority, making it difficult to garner the community support necessary for the school’s success. In extreme cases, these challenges can result in the principal being transferred or resigning (Ng & Szeto 2016).
In the given context, establishing strong partnerships between the college and its surrounding community is essential for effective governance (Constantinou & Ainscow 2020). Principals are crucial intermediaries between the college and the ministry, ensuring effective communication and meeting the institution’s needs. However, if the community does not accept the principal, the partnership may fail, resulting in the college being disconnected from the stakeholders it relies on for support. Moreover, students are at the core of an educational institution’s mission, and the college’s success greatly relies on their active engagement (Arrieta & Ancho 2020). To promote an inclusive and collaborative learning environment, principals must involve students in decision-making, especially concerning education matters. Tahir et al. (2024) stress that involving students in governance empowers them and enhances the overall effectiveness of college management.
Theoretical framework
This research is informed by two leadership theories: participative and relationship leadership. Each theory provides a structure for understanding how newly appointed principals in Zimbabwean teachers’ colleges overcome challenges and demonstrate leadership. Participative leadership involves collaborative decision-making between leaders and followers to enhance engagement and motivation. This model is particularly relevant to newly appointed principals in Zimbabwean colleges, where involving others in decision-making can help reduce resistance from staff and promote teamwork (Lam, Huang & Chan 2015). Despite criticisms that participative leaders may prioritise consensus over institutional goals (Purwanto, Kurniady & Sunaengsih 2019), this approach can be highly effective in educational settings where collaboration is crucial.
Relationship theory focusses on leaders’ interactions with their followers, emphasising creating positive work environments (Chemers 2014). Newly appointed principals often need to establish strong relationships with their staff and communities to earn their trust and support (Okeh & Meenyinikor 2019). While this style can lead to positive morale and engagement, it has been criticised for potential favouritism or leniency (Nawaz & Khan 2019).
Research methods and design
Research approach
The research employed a qualitative approach to gain insights into the challenges faced by newly appointed principals in Zimbabwean teachers’ colleges. The qualitative approach comprehensively explores events and participants in their natural settings, aligning closely with the interpretive paradigm (Creswell 2012). A case study design within a survey was selected to examine these principals’ experiences and the institutions they oversee. It was deliberately chosen to facilitate an in-depth analysis of this specific context.
Participant selection
Purposive sampling was employed to meticulously select 10 newly appointed principals, ensuring that participants possessed direct experience relevant to the study’s focus. The participants were from various colleges, thereby providing a diverse range of perspectives. This inclusive selection was pivotal in ensuring an extensive exploration of the myriad challenges faced by these principals. Purposive sampling was methodically utilised to ensure the selected participants were directly pertinent to the research question.
Out of 12 teachers’ colleges, only ten made the sample because of their geographical diversity, institutional size and type to ensure a broad representation of contexts. From these colleges, 10 newly appointed principals were selected. These principals were chosen because they had occupied leadership positions within the last 2 years. They would provide rich and relevant information to the study. Practical considerations, such as accessibility and willingness to participate, further influenced the selection process. This deliberate sampling strategy ensured that the data authentically reflected the unique experiences of those newly navigating leadership roles in Zimbabwean teachers’ colleges. It also ensured that the findings reflect a wide array of leadership challenges and strategies across diverse educational settings.
Data collection process
The data collection process extended over 3 months, allowing ample time for scheduling and conducting interviews and reviewing essential documents. Interviews were conducted in person at the respective colleges, ensuring convenience for the participants and a comprehensive understanding of their working environments. The data were acquired through face-to-face interviews with 10 newly appointed principals and documentary analysis. These methodologies were selected for their capacity to capture diverse aspects of the participants’ experiences and to ensure triangulation (Barbour 2014).
The interview protocol comprised open-ended questions covering crucial leadership roles, curriculum management, personnel issues and financial administration. Questions for leadership roles focussed on understanding their responsibilities and how they navigate these roles. In curriculum management, questions addressed how they oversee curriculum planning and implementation. Personal issues were explored through questions about their work-life balance, stress management and interpersonal challenges. For financial administration, questions examined how they manage budgets, allocate resources and address financial constraints. The semi-structured format allowed flexibility, enabling participants to express their views openly while permitting the interviewers to probe for further insights as necessary. It facilitated an in-depth exploration of their experiences and challenges in managing the colleges. The interviews, lasting approximately 60 min each, were audio recorded with participants’ consent to ensure accurate transcription and analysis.
In addition to interviews, documentary analysis was conducted to complement and triangulate the data collected. This involved reviewing pertinent documents such as college management reports, curriculum guidelines, Ministry of Education policies and evaluation records. These documents offered additional context for understanding the operational challenges within the teachers’ colleges and allowed for verification of information shared during interviews (Braun & Clarke 2022). The focus of interest from the documents was the availability of school policies, governing body constitution and codes of conduct. Financial management data included how principals allocated resources, dealt with budget constraints and made decisions under financial pressures. These elements provided rich, detailed insights into the principals’ experiences and strategies in addressing leadership challenges.
Data analysis
The data analysis process began with a comprehensive review of the interview transcripts. The researchers performed qualitative content analysis by coding the data to identify initial themes. These codes were then categorised into broader themes (Braun & Clarke 2022). The thematic analysis delved into recurring patterns and relationships within the data, providing a comprehensive understanding of the principals’ complex challenges. Triangulation, member checking and interview reflections were employed to ensure the reliability of the data (Gibbs 2022) – member checking involved obtaining feedback from the participants to validate the accuracy of the data.
Ethical considerations
Ethical clearance to conduct this study was obtained from the University of South Africa College of Education Ethics Review Committee (reference no.: 2023/07/05/90533615/27/AM). All participants gave written informed consent before data collection. They were assured of confidentiality and anonymity, and all data were stored in a secure location with access restricted to the researchers. To maintain confidentiality, pseudonyms were used to replace names and identifying information. Data were also anonymised and aggregated to prevent individual identification.
Results
The outcomes of our thematic analysis offer valuable insights into the challenges confronting recently appointed college principals. These findings underscore the diverse and intricate challenges, encompassing staff management, personal and professional development and government and stakeholder support navigation. These findings hold significant implications for policymakers, educators and researchers dedicated to bolstering the support system for these leaders and enhancing the quality of education within the college sector. To facilitate comprehension, we have succinctly summarised the five themes and their corresponding response categories in a tabular format. Additionally, within the ‘Discussion’ section, we have integrated three or more pivotal quotes for each theme to substantiate our analysis, as delineated in Table 1.
Table 1 is based on the five themes in the research on the challenges newly appointed principals face in Zimbabwean teachers’ colleges.
Discussion of the findings
According to the study, newly appointed principals in Zimbabwean teachers’ colleges deal with various difficulties. These include challenges with leadership, guaranteeing high-quality instruction and learning, managing resource limitations, negotiating legal and policy frameworks, pursuing professional and personal growth, encouraging stakeholder involvement and requesting assistance from the ministry. These difficulties are noteworthy because they are consistent with the larger body of research on principal leadership, emphasising these positions’ complexity (Braun & Clarke 2022; Firth et al. 2023).
Additionally, balancing the expectations of various stakeholders and feeling alone during decision-making are two major leadership issues recently appointed principals at Zimbabwean teachers’ colleges face. ‘Managing diverse stakeholder expectations is daunting’ remarked one principal, highlighting the difficulty of balancing the community’s demands, staff and students. In other words, ‘I often feel isolated in my decision-making’. Principals frequently experience loneliness in leadership jobs, which is consistent with themes in the literature (Braun & Clarke 2022; Firth et al. 2023).
Furthermore, documentary analysis provided critical insights into the challenges encountered by college principals, particularly concerning policy compliance, financial management and adherence to curriculum guidelines. Examining college management reports and curriculum documents frequently corroborated the issues reported by principals, such as inadequacies in resource allocation and insufficient administrative support. Financial reports illuminated budget constraints and resource distribution concerns, revealing ongoing funding shortfalls that adversely impact operational effectiveness. Furthermore, the analysis of curriculum guidelines highlighted the difficulties principals face in meeting mandated standards within the existing institutional framework. One principal expressed that:
‘There are existing bureaucratic hurdles that often delay the implementation of curriculum changes or reforms. Even when policies are passed, the local context sometimes makes it hard to execute them as intended.’ (Principal 5)
This assessment reaffirmed the principals’ viewpoints and exposed discrepancies between documented policies and actual practices, thereby enhancing the overall understanding of the structural challenges present within these colleges. Some principals indicated:
‘We are frustrated about the rigid curriculum structure, which does not account for students’ varying needs and the limited flexibility within the college’s resources.’ (Principal 1 [in unison with principal 7 and principal 8])
Therefore, effective communication and teamwork were essential tactics for overcoming these obstacles. ‘Effective communication is crucial for leadership’, said principal 2, a view echoed by the transformative leadership framework that strongly focusses on openness and cooperation (Bass 1985). Furthermore, developing mentoring and peer networks can lessen the strain of leadership isolation, consistent with the study’s more significant conclusions that highlight the value of professional networks in developing leadership skills. This relates to the professional development theme, highlighting the importance of continuous mentoring and support as a crucial mitigating strategy (Jenkins 2024).
Regarding teaching and learning, findings indicate that new principals have outstanding teaching and learning as their top priority. Principal 8 observed the following in response to the participants’ emphasis on improving teacher preparation: ‘We need better training to support teachers’. This is in line with reported observations that emphasise the importance of teacher development in upholding high standards in education (Hallinger & Kulophas 2022). Another critical issue that surfaced was that of curriculum relevance. Principal 6 noted that ‘Curriculum relevance is essential for student success’. This finding is consistent with the larger body of literature that emphasises the importance of educational leadership in keeping a current and engaging curriculum (Leithwood & Jantzi 2008).
The study’s findings align with worldwide issues. However, they present a distinctive viewpoint in Zimbabwe, where these difficulties are made worse by a lack of expertise and resources for curriculum development. Institutional and governmental assistance is crucial to lessening this. Diversifying financing sources and forming industry partnerships – strategies that have worked elsewhere (Brown 2020; Garcia 2020) – could assist Zimbabwean institutions in improving curricular innovation and teacher development. In addition to improving student readiness for future work, these collaborations may promote greater alignment between educational institutions and the labour market.
The results highlight how resource limitations severely impair Zimbabwean principals’ capacity to run their schools successfully. ‘Limited funding impacts our ability to provide resources’, principal 1 said, while principal 8 explained, ‘Infrastructure issues hinder effective teaching’. These difficulties align with the literature, highlighting how lacking resources weakens the capacity to establish a favourable learning environment (Leithwood & Jantzi 2008). However, these restrictions are especially severe in Zimbabwe because of economic difficulties.
To address these problems, the report identifies several mitigating strategies, including more government financing and legislative reform. ‘The ministry’s task should continue after induction’, said principal 9, urging continued assistance through seminars and recurring gatherings. Resolving resource constraints requires consistent involvement from the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MoHTEISTD) (Arrieta & Ancho 2020). Furthermore, cultivating industrial ties, as shown in other areas (McDaris & Davis 2022; Evans & DeMitchell 2018) may offer the financial and technological assistance required to upgrade the resources and infrastructure in Zimbabwean colleges.
Managing legal and policy frameworks was also a significant obstacle; principal 5 observed, ‘Existing policies often limit our ability to implement changes’. This difficulty is consistent with the study’s previous conclusions, which emphasise the necessity of increased independence and adaptability in decision-making. Principals in Zimbabwe find it challenging to implement context-specific innovations because of the country’s strict bureaucratic procedures. Principal 10 noted that ‘working against the system’ is not exclusive to Zimbabwe; instead, it is made worse by the country’s post-colonial administrative heritage.
The evident policy reform conclusion is that principals must have more decision-making authority to adjust to local demands. This result aligns with international demands for educational systems to become more decentralised, especially in environments with limited resources (Hallinger & Kulophas 2022). Institutions that give principals more latitude may become more responsive to their personnel, curriculum and community participation issues.
Another significant result was the necessity of continual professional and personal development. Principal 9 said, ‘I feel unprepared for the leadership role’, highlighting the significance of thorough training programmes. The study emphasises that a principal’s professional growth should continue throughout their tenure rather than stop with induction. Professional capacity building is essential to ongoing learning (Baker, Decman & Willis 2019; Jenkins 2024). As the statistics show, principals who receive continuous training can better manage the intricacies of their positions.
A systematic approach to capacity building is necessary to mitigate these issues. The findings emphasise mentorship and leadership development initiatives adapted to educational leadership requirements in settings with limited resources. They also emphasise the value of support systems, which allow recently hired leaders to exchange insights and tactics for successfully overcoming obstacles.
Stakeholder involvement was a crucial component of success in this respect. ‘Involving parents and the community is key to success’, principal 3 highlighted the significance of stakeholder involvement in bolstering leadership programmes. However, according to another principal, ‘Building relationships with stakeholders takes time’, highlighting the sustained work necessary for successful engagement. This relates to the need for community support in educational leadership (Hall 2024). The findings suggest that community-centred leadership is significant in Zimbabwe, where principals are expected to often rely on external stakeholders to compensate for limited government support.
Finally, the role of support from the ministry is vital for newly appointed principals. The study notes that the ministry’s support should extend beyond induction and continue through periodic workshops and meetings. This need for ongoing support aligns with the broader literature on leadership development (Arrieta & Ancho 2020). Moreover, by providing clear guidelines and sustained engagement, the ministry can help reduce the leadership challenges posed by resource constraints and policy navigation.
While the challenges newly appointed principals in Zimbabwe face align with broader global findings, this study brings fresh insights into the specific obstacles faced in a post-colonial, resource-constrained context. The combination of resource limitations, bureaucratic constraints and the need for stakeholder engagement presents a complex leadership landscape that can inform similar educational contexts elsewhere. By highlighting mitigating measures, such as enhanced government support, industry partnerships and ongoing professional development, this study offers a roadmap for improving leadership effectiveness in Zimbabwe.
The theoretical framework, grounded in participative and relationship leadership theories, provides a valuable lens for understanding the challenges newly appointed principals face in Zimbabwean teachers’ colleges. Participative leadership emphasises collaborative decision-making, which helps reduce resistance and fosters teamwork by engaging staff in institutional decisions (Lam et al. 2015). However, this approach is not without challenges, as the findings reveal that some principals struggled to balance inclusivity with institutional goals, echoing critiques by Purwanto et al. (2019) that consensus-driven methods can delay decisive actions. Similarly, relationship leadership highlights the importance of building trust and creating positive work environments (Chemers 2014). The findings demonstrate that principals who prioritised relationship building were able to foster morale and staff engagement. However, challenges arose when relational approaches led to perceptions of favouritism, sometimes undermining cohesion (Nawaz & Khan 2019). Drawing from these theories, the study offers insights into effective strategies to contribute to and mitigate the challenges newly appointed principals face.
Conclusion
With essential insights that advance the worldwide understanding of educational leadership, this study thoroughly examined the difficulties newly appointed principals face in Zimbabwean teachers’ colleges. These issues, such as difficulties in leadership, a lack of resources and the requirement for professional and personal growth, align with worldwide patterns. Nonetheless, this study presents context-specific factors, such as opposition from long-serving employees and exclusion from decision-making procedures. The study also highlights the crucial role of the Centre for Teacher Education and Material Development (CTEMD) and the MoHTEISTD in providing staff development workshops, induction programmes and continuing engagement. However, after the first induction, ongoing professional development and consistent capacity-building initiatives adapted to the unique leadership difficulties in Zimbabwean colleges are desperately needed. To ensure that principals are prepared to lead successfully, policy reforms should concentrate on offering them sustained support throughout their tenure, not just during their initial placement.
This study’s findings emphasise how community and ethnic factors affect leadership, especially in rural areas, which is among its most important contributions. Because cultural expectations can significantly impact leadership outcomes, newly appointed principals must navigate these dynamics to be accepted and successful in their positions. Although this pertains to a Zimbabwean-specific context, it offers a fresh perspective to the discussion of educational leadership in the Global South.
In conclusion, this study contributes to our understanding and practice of educational management by highlighting the difficulties and experiences faced by Zimbabwean principals. To handle the challenges of principalship in this situation, it emphasises the significance of specialised leadership support, continual training and stakeholder involvement. Notwithstanding that these findings provide local educational officials with valuable suggestions and broader insights, they are applicable to similar resource-constrained and culturally diverse settings in other contexts within the Global South.
Acknowledgements
Competing interests
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
Authors’ contributions
This research was a collaborative effort between the two authors, who share equal responsibility for the study’s conceptualisation, design and execution. Both authors contributed to the data collection, data analysis and writing of the original draft and subsequent revisions. Additionally, they jointly developed the methodology, conducted the investigation and managed the resources. While R.M. took the lead in writing the initial draft, V.G. provided crucial supervision, guidance and review and editing expertise throughout the process. Both V.G. and R.M. worked together seamlessly, sharing their expertise and insights to produce this research.
Funding information
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.
Data availability
The data that support the findings of this study are available from the corresponding author, R.M., upon reasonable request. The data are not publicly available because of ethical restrictions.
Disclaimer
The views and opinions expressed in this article are those of the authors and are the product of professional research. It does not necessarily reflect the official policy or position of any affiliated institution, funder, agency or that of the publisher. The authors are responsible for this article’s results, findings and content.
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