MAGNT Research Report (ISSN. 1444-8939) Vol.2 (7). PP: 238-247 (DOI: dx.doi.org/14.9831/1444-8939.2014/2-7/MAGNT.22) The Moral Purpose Model: A Lesson for Schools Seeking Effectiveness Matome Ramalepe 1 and Vuyisile Msila 2* 1 Stand 104 Relela Village Tzaneen 0850 South Africa 2 Institute for African Renaissance Studies College of Graduate Studies University of South Africa Nana Sita Street Pretoria 0001 South Africa *Correspondence to be addressed to Abstract Recent literature spells out numerous reasons for why various schools fail. Many effective schools are characterized by the lack of culture of teaching and learning as well as low teacher morale. In South Africa there is much value put on standardized tests such as the Annual National Assessment (ANA) results from which schools are compared with other schools around the world. South African children tend to fail these tests each year and researchers have highlighted lack of teacher commitment, poverty of pupils’ families, lack of social and cultural capital to be among the reasons why several schools fail. This article focuses on a suggested model suggested after examining why schools underperform in Limpopo Province of South Africa. The study discovered the need to engender a moral purpose by management teams in schools is very pertinent. This article reflects on the cyclical moral purpose model which pragmatically portrays a holistic picture of how moral purpose can be promoted and enacted in schools. The cyclical conceptual model presented comprises of seven stages that school managers should enact in order to realize the necessary moral purpose. The stages present practical aspects and challenge school managers to position themselves at the nexus of improving learning and closing the achievement gap among pupils in their schools. Arguably, the cyclical model can be utilized in enhancing teacher commitment as well as dedication to the school’s vision. Keywords: Transformational leadership; Visionary leadership; School effectiveness; School culture and climate 1. Introduction: Understanding the moral purpose Abu-Hussain and Essawi [1] state that school principals who demonstrate a moral value orientation are transformational leaders. Furthermore, these authors contend that such principals can build a constructive culture in their schools and this would ensure that they can cope with a “changing and competitive reality” [1]. Southworth [2] argues that schools can be effective institutions if, among others, they create learning organizations through teamwork. Amid the characteristics of a learning organization is moral purpose linked to a focus on learning, teachers as well as the pupils. The moral purpose is also one of the cornerstones of leadership growth. In addition, Southworth [2] also argues that qualities such as “dispositions, professional and social values, vision, and moral purpose, as well as skills and abilities should all