A Head teachers’ and teachers’ perceptions on the organisational structure and teachers’ performance in high schools

Organisational structure

Abstract

Abstract:

This study sought to establish head teachers’ and teachers’ perceptions on the role of the organisational structure in high performing schools of Eswatini. The study was located in the interpretivist research paradigm and followed a qualitative research approach which applied a case study design. Face-to-face interviews and focus group discussions with a purposive sample of 2 head teachers and 10 teachers were used to collect data. Data were analysed for content and conclusions were drawn. The findings of the study reveal that there are benefits in high flexible structures which foster conditions that are more conducive to teaching and learning than “rigid” structures. Flexible structures enhance greater control, higher motivation and more collective learning opportunities for both teacher and learners; this exerts a definitive impact on students' progress in diverse aspects of their development. The study also found that high performing school structures promoted creativity and enhanced collective decision making. The main conclusions of the study were that high performing schools’ structures enabled teachers to form productive teams which enhance student performance. In flexible structures teachers were able to acquire and share knowledge.

Key terms: organisational structure, school, head teachers, high performance, teachers