The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district
| dc.contributor.advisor | Mavuso, M P | en |
| dc.contributor.advisor | Bank, L | en |
| dc.contributor.author | Sijako, Bantu | en |
| dc.date.accessioned | 2026-08-14T01:44:46Z | |
| dc.date.available | 2026-08-14T01:44:46Z | |
| dc.date.issued | 2017 | en |
| dc.description.abstract | School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools. | en |
| dc.format | ix, 137 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Sijako, Bantu. 2017 | en |
| dc.identifier.other | vital:26474 | en |
| dc.identifier.other | http://hdl.handle.net/10353/619 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4751 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | School principals -- South Africa -- Eastern Cape | en |
| dc.subject | School management and organization -- South Africa -- Eastern Cape Effective teaching -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Instructional systems | en |
| dc.subject | Apartheid -- South Africa -- Eastern Cape | en |
| dc.subject | School management and organization -- South Africa -- Eastern Cape | en |
| dc.subject | Effective teaching -- South Africa -- Eastern Cape | en |
| dc.subject | Educational leadership -- South Africa -- Eastern Cape | en |
| dc.subject | Instructional systems | en |
| dc.title | The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district | en |
| dc.title.alternative | The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | M Ed | en |