As leaders of diverse teams of teachers and support staff, school principals need to understand the thinking preferences of individuals and the impact that these preferences can have on effective teaching to enhance effective learning. Through the Leadership Development Programme (LDP) for School Principals, a flagship CSI project of Enterprises University of Pretoria (Enterprises UP), 11 school principals successfully completed the programme in a recent group.

This intake of school principals was sponsored by Enterprises UP, the Protea Hotel by Marriot® Hatfield and Schoongezich Guest House. The focus of the programme was on introducing principals to the concept of Whole Brain® thinking, to be applied in the facilitation of learning in the classroom.

“This programme was important to us because it enables us to equip educators with the tools to function in the new educational landscape which has become challenging. We believe that if we make a difference with a school principal, we enable them to touch a life and make a difference in whole communities,” explains Hermien Dorfling, Enterprises UP Executive Manager: Training Solutions. Dorfling continues, “The greatest testament to the success of this programme will be what you do in your schools from what you have learned from this programme.”

Since its inception in 2013, the exclusive programme has successfully trained a total of 64 school principals. Speaking on behalf of the school principals, Mrs Rogini Pillay says, “We always hear from so many people that they feel for us and the challenges that we are going through in our schools. It speaks volumes to us that Enterprises UP has decided to do something about our challenge and to help us improve the way in which we run our schools. The commitment that you have shown and your passion for education has not only grown our capabilities but has also helped us to grow our networks.”

Supporting school leadership interventions can be seen as a valuable contribution towards the upliftment and development of not only the education sector, but ultimately those whose lives are also conversely affected by the continuation of these interventions.