The effects of principals' workloads in Limpopo multi-grade primary schools on learners' academic performance

Abstract

This study was conducted in multi-grade primary schools located in Limpopo Province, Capricorn District, Bochum Cluster. The main purpose of the study was to analyse the effects of the principals’ workloads on learners’ academic performance in multi-grade primary schools in Limpopo Province. Twelve schools with the most multi-grade classes were qualitatively sampled from four circuits of Bochum Cluster (Bochum East, Bochum West, Maleboho Central and Maleboho East) as the target for the study. Multi-grade schools are characterised by low learner enrolment. The departmental model of allocating teachers to schools allocates posts according to the number of learners in a school regardless of grades. The school principal is therefore compelled to teach full-time and carry out other related responsibilities such as administration, professional duties and extra-mural activities. Both qualitative and quantitative approaches were employed to achieve the research goals. The study was based on the research question How do principals’ workloads affect learners’ academic performance in multi-grade primary schools in the Capricorn district, Limpopo Province? The study findings, based on interviews, observations and documents analysis have revealed that there are some managerial, leadership, curriculum, teaching and administrative challenges that principals in multi-grade schools are faced with. These challenges collectively contribute to principals’ heavy workload that eventually affect learners’ performance negatively. The researcher therefore concluded that the principals’ workload in multi-grade primary schools have a negative impact on learners’ performance.