Policy and practice on school principal recruitment and professional development in South Africa and Poland

Abstract

This paper aims to compare policy and practice on school principal recruitment and professional development in South Africa and Poland. Common challenges and different responses are discussed, focusing on the following: (i) the requirements to become a school principal; and (ii) preparation and professional development of school principals. The analysis is based on a review of the law in the field of education and accompanying executive regulations in South Africa and Poland and a literature review on school principal education. We focused on the link between school leadership and school principal education. A comparison of national policies on recruitment and education of school principals in these two countries revealed common challenges in the two contexts, which directed our attention to the following questions: (1) How can principals’ professional development be understood on a continuum of static to dynamic practice? (2) What is the influence of context on principals’ professional dilemma of being an isolated practice to allowing for contextual influence? (3) How is a balance struck between individual and collaborative professional development of principals to improve quality education for all learners? Lastly, conclusions – which are of relevance to policy, practice and further research on school principal recruitment and education – are drawn. This study underscores the professionalisation of school principal development.