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Bhengu, Thamsanqa Thulani; Myende, Phumlani Erasmus – South African Journal of Education, 2016
This paper explores what, from school principals' perspectives, constitutes leadership for coping with and adapting to policy change within deprived school contexts. Using qualitative interpretive research, we drew from the practices of five principals that were purposively selected from a broader study, which focused on school principals'…
Descriptors: Principals, Coping, Educational Change, Educational Policy