The role of leadership in improving teaching and learning in selected high schools in Enoch Mgijima Local Municipality

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dc.contributor.advisorTanga, M.
dc.contributor.advisorTyilo, P.N.
dc.contributor.authorAgyeman, Nana Yaw Brenya
dc.date.accessioned2025-12-09T12:24:48Z
dc.date.available2025-12-09T12:24:48Z
dc.date.issued2024-04
dc.descriptionPhD Thesis
dc.description.abstractThe leadership roles in various fields have been a significant concern throughout the past century due to their profound impact on driving social and economic growth across different sectors. In education, effective school leadership role is regarded as indispensable for guiding schools in the right direction and nurturing a supportive teaching and learning environment, ultimately leading to positive outcomes. This study employed a qualitative approach to explore the intricate dynamics of school leadership's role in improving teaching and learning. Utilising an interpretive paradigm, the research delved into the behaviours and perspectives of the participants. Employing a phenomenal case study design was used to focus on school leadership roles in improving teaching and learning in four high schools situated within the Enoch Mgijima Local Municipality. The selection of these schools was aligned with the objectives of the study. The study population included all schools, teachers and the teaching staff in schools under the Enoch Mgijima Municipality. The study sample consisted of four principals, four school management teams, four heads of departments, and four educators from the selected schools. The purposive sampling technique was employed, allowing for the inclusion of relevant participants and ensuring a broad perspective. Data collection methods included interviews, focus group discussions, and document reviews. Through these approaches, the study uncovered the role of school leaders and a variety of leadership styles used to influence teaching and learning. The study's findings show that effective leadership styles in leadership roles fostered a conducive environment for teaching and learning. The study revealed that among the challenges that affect school leadership roles are the nonattendance of school and class by both teachers and students and an inadequate supply of learning resources for effective teaching and learning. The study also found that using effective school leadership role frameworks and models like transformational, transactional and instructional leadership frameworks can contribute to enhancing school leadership roles in improving teaching and learning in schools. Consequently, the study concluded that understanding the context of the school and adopting a leadership style that is democratic, shared responsibilities, and participatory can get stakeholders of the school to be committed to driving improved teaching and learning. As a result, the study recommends that school leaders adopt transformational, transactional and instructional leadership frameworks used in this study as a guide. Especially as these frameworks contain all the essential ingredients, making the role of school leaders in improving teaching and learning more effective.
dc.identifier.urihttp://hdl.handle.net/20.500.11837/3402
dc.language.isoen
dc.publisherUniversity of Fort Hare
dc.publisherFaculty of Education
dc.subjectEducational leadership
dc.subjectSchool improvement programs
dc.subjectTeacher effectiveness
dc.subjectTeaching--Evaluation
dc.subjectHigh schools
dc.subjectSchool management and organization--South Africa
dc.titleThe role of leadership in improving teaching and learning in selected high schools in Enoch Mgijima Local Municipality
dc.typeThesis
person.identifier.orcid0000-0002-9111-1990

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