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In response to the educational crisis in South Africa, a professional development programme (PDP) was initiated by the Gauteng Department of Education and University of Witwatersrand for school leaders of, mostly, dysfunctional schools. The aim was to develop school leadership with a focus on improving teaching and learning in the classroom. This study is informed by the framework of the PDP and theories of classroom pedagogies, particularly Sammons’ et al. model of school effectiveness. Using the case study approach, it demonstrates the improvement in technical management made by a primary school principal over 2 years. The paper presents the challenges experienced at the school, the leadership practices engaged in, and the effects of the implementation of strategic leadership practices. It argues that positive changes in school management and leadership practices can occur through a PDP and concludes that attitudinal change and a conscious effort in implementing specific leadership practices can contribute to a systematic improvement in teaching and learning practices. Finally, it recommends that an evaluation of the effect that the PDP has had on overall school functionality, requires representative sampling of participating schools from the various districts of the province of Gauteng. It also recommends that to determine the effect that a PDP has on school functionality, it is necessary to evaluate not only technical management, but substantive management where learner outcomes are measured, as well.

Effecting Technical Management Reform at a Semi-Functional School: A Case Study of a School in an Informal Settlement in Gauteng, South Africa