The vast amount of complexities and problems of our South African school leaders and principals are immediate and desperate.
Some of them require rather drastic interventions. It is highly likely, therefore, that leaders view their own development and growth as substantially signiﬁcant in relation to the extent to which it enables them to solve these immediate problems.
Solving problems is an indicator, as such, of the principal’s capacity to lead. Fear of being labeled a failure because of a malfunctioning school pushes most leaders to do whatever it takes to bring immediate relief.
Tomorrow, they go through the same cycle.
How then, does one lead wisely in the midst of the perils of immediacy?