Factors That Influence Public School Principals' Professional Discretion: Perspectives of South African Public-School Principals

• Published in: Perspectives in education Vol. 41; no. 2; pp. 33 - 48
• Main Authors: Beyers, René, du Plessis, Andre
• Format: Journal Article
• Language: English
• Published: Bloemfontein University of the Free State Faculty of Education 01.06.2023; University of the Free State, Faculty of Education; University of the Free State
• Subjects: Accountability; Administrator Attitudes; Administrator Behavior; contextual intelligence; Decision making; Discretionary power; Educational leadership; Foreign Countries; Influence; Instructional Leadership; Intelligence; Leadership Styles; Principals; professional discretion; Professionalism; Public Schools; public-school principals; School districts; school leadership; school management; School principals; School safety; South Africa
• ISSN: 0258-2236; 2519-593X
• DOI: 10.38140/pie.v41i2.7067

Through the lens of the contextual intelligence theory, this article utilises previous empirical research studies as a base to support the application of professional discretion practices of public-school principals. The study focused in particular on the factors that influence or limit their use of professional discretion in their daily tasks. A mixed-methods study was conducted in which quantitative survey data were used to inform the questions that were asked to participants during semi-structured interviews. The findings suggest that public-school principals are susceptible to both internal and external factors that could limit or influence the application of their professional discretion. Even though public-school principals within a particular school district operate under the same set of policies, it is evident that some principals are more inclined to apply professional discretion than others.