Scielo RSS <![CDATA[South African Journal of Education]]> vol. 42 num. 2 lang. pt <![CDATA[SciELO Logo]]> <![CDATA[<b>Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well-being</b>]]> The aim of the study reported on here was to examine workplace bullying among teachers in South African schools. The research was framed by the Job Demands-Resources Model which was utilised to determine the extent of demands and resources that teachers experience and the implications thereof for creating an environment that fosters bullying and the effect of such bullying on teachers and schools. A qualitative interpretative research design was utilised. Data were collected by means of semi-structured interviews with 13 teachers. Thematic Content Analysis (TCA) was used to interpret the data. The findings reveal that teachers work in an environment characterised by excessive demands with ever increasing workloads and a lack of supportive resources. This environment fosters stress, anger, frustration and aggression, and increases perpetration of bullying acts, as teachers turn upon one another. The findings in this study indicate that in the aftermath of bullying, feelings of incompetence, emotional exhaustion, depression and anxiety manifest. Furthermore, teachers reported engaging in withdrawal behaviour and expressing an increased desire to leave the profession. The results of this study have serious implications for teachers' well-being and their willingness to remain within the profession. In order to protect the well-being of teachers and the overall integrity of schools there is an urgent need to increase resources and interventions to create a more conducive and healthy work environment. The need for resource provision and a re-examination of demands becomes even more evident during the era of the coronavirus disease (COVID-19). <![CDATA[<b>Construction of self as a principal: Meanings gleaned from narratives of novice school principals</b>]]> It is assumed that individuals' cognitions of who they are in a particular social structure influence their behaviour in that space. Likewise, school principals' cognition of who they are in schools as social structures influences how they behave as leaders. In this article, we use the role identity theory as a framework to analyse novice principals' narratives of lived experiences to understand how they construct themselves as principals in schools and how these constructions influence their execution of leadership. Positioned within the interpretivist paradigm, we adopted the narrative inquiry methodology to engage with the lived experiences of 3 purposively selected novice principals from the Pinetown district in KwaZulu-Natal. The narrative interview was employed to generate field texts, which were subsequently analysed using 2 methods: narrative analysis and analysis of narratives. From our analysis of field texts, 4 themes explaining how the participating novice principals construct themselves as school principals were identified; these themes are: a leader as a learner, re-establishing oneself as a leader, spanning boundaries, and leading to inspire. From these themes, we conclude that a principal's conception of self is dynamic and is a blend of multiple meanings generated prior to becoming a principal and meanings generated during the principalship tenure. <![CDATA[<b>Circuit managers' views on quality education at selected public schools in the Limpopo province, South Africa</b>]]> This article is premised on the notion that the success of an education system depends entirely on the strong leadership and synergy at all its levels. The intention with this article was to assess the extent to which the circuit managers' views on quality education is affecting its provision at public schools. A Systems Thinking Approach to Leadership guided the study reported on here in which a qualitative research methodology was used. Data were collected through semi-structured interviews, observation and document analysis to ensure data triangulation and guarantee the trustworthiness and credibility of the study. Ten participants were purposively selected from 5 districts in the Limpopo province. The findings reveal that circuit managers' varied views on quality education negatively influence their curriculum delivery, support, and responsibilities entrusted to them. As there is little improvement in the provisioning of basic quality education, I argue for the strengthening of the circuit offices and suggest ways in which they could be utilised to improve the quality of basic education in public schools. The implications of the findings suggest capacity building of effective supervision and monitoring of the provision of quality support by circuit managers.