The contribution of instructional leadership to learner performance

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dc.contributor.advisor Gallie, Muavia en
dc.contributor.advisor Bipath, Keshni en
dc.contributor.postgraduate Mafuwane, Barber Mbangwa en
dc.date.accessioned 2013-09-06T16:23:35Z
dc.date.available 2012-05-03 en
dc.date.available 2013-09-06T16:23:35Z
dc.date.created 2012-04-16 en
dc.date.issued 2012-05-03 en
dc.date.submitted 2012-04-18 en
dc.description Thesis (PhD)--University of Pretoria, 2012. en
dc.description.abstract This is an explanatory research investigation on the role of principals as instructional leaders which has been highlighted over the past two to three decades. The emergence of this concept in the leadership field and the rigorous research attention that it has received is a result of mounting pressure faced by principals as a result of the year-on-year poor performance of learners in the matriculation examinations. Parents, politicians and other organs of civil society expect principals to be accountable for what happens in the classroom (teaching and learning), including the performance of learners. The poor performance of learners in the matriculation examinations is the central focus of this study, growing out of the discussions and arguments which have dominated the media, social and political groupings, government, as well as the business sector. All these groupings and institutions are perturbed about the decline of learner performance in the matriculation examinations and seek possible solutions to this problem. I was therefore intrigued by the above concerns, which motivated me to engage in this study. This study set out to investigate the variables related to instructional leadership and the contribution of these variables to learner performance. The study was guided by the following research question: What are the variables related to instructional leadership practices of secondary school principals and what is their effect on the pass rate in the matriculation examinations? In order to respond to the above question, the following subsidiary questions were examined: a. How can instructional leadership possibly contribute to the improvement of learner performance? b. How do heads of department (HODs) and deputy principals perceive the role of their principals regarding instructional leadership? c. How are principals prepared with regard to their role as instructional leaders? This study followed an explanatory, mixed method research approach, utilising two sets of questionnaires (one for principals and another for HODs and deputy principals), semi-structured interviews, and focus group interviews. Seventy eight principals completed questionnaires regarding the performance of their learners. One hundred and thirty-seven deputy principals and HODs completed questionnaires regarding their principals‟ roles in instructional leadership and contribution to learner performance. The interviewing process took place in two stages / phases. During the first phase, a group of sixty principals was exposed to the four variables which underpin this study, namely: a. The principals’ role in promoting frequent and appropriate school-wide teacher development activities; b. Defining and communicating shared vision and goals; c. Monitoring and providing feedback on the teaching and learning process; and d. Managing the curriculum and instruction. In fifteen groups of four, the respondents brainstormed the strength of each variable and prioritised or arranged them in order of their importance and contribution to learner achievement. The outcome of this first phase of the interview process and the findings from the analysis of the questionnaires informed the formulation of questions for the face-to-face interviews with five principals who were randomly selected from the seventy eight principals who participated in the completion of the questionnaires for the quantitative part of this study. The key insights and contributions drawn from this study make it unique in the sense that it: <ul><li> has an impact on the preparation of principals for their role as instructional leaders; </li><li> informs the support that principals need with regard to their practice as instructional leaders; </li><li> assists principals to identify appropriate variables to help align their own visions for their schools with the national, provincial and regional visions for the improvement of learner achievement; </li><li> adds value to the existing body of knowledge on instructional leadership and the central role that it plays in improving the achievement levels of learners in the National Senior Certificate; and </li><li> clarifies the fact that "leadership" is not a semantic substitute for "management and administration", but rather an independent construct which is capable of interacting with the latter in the practice of education. </li></ul> en
dc.description.availability unrestricted en
dc.description.department Education Management and Policy Studies en
dc.identifier.citation Mafuwane BM 2011, The contribution of instructional leadership to learner performance, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/24016 > en
dc.identifier.other D12/4/248/ag en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-04182012-144901/ en
dc.identifier.uri http://hdl.handle.net/2263/24016
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2011 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject Effective school leadership en
dc.subject Matriculation examination en
dc.subject Leadership practices en
dc.subject Curriculum management en
dc.subject Learner performance en
dc.subject Teacher development en
dc.subject Instructional leadership en
dc.subject Variables en
dc.subject UCTD en_US
dc.title The contribution of instructional leadership to learner performance en
dc.type Thesis en


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