Principals' instructional leadership perspectives on teacher professional development in township schools

Abstract

Although several studies have examined the instructional leadership role of principals in schools, there is a considerable lack of literature on how secondary school principals can sustain continuous professional teacher development in schools. This gap throws a spotlight on the instructional leadership role of principals in professional teacher development, specifically in township schools. The instructional leadership role of school principals is crucial to sustaining continuous professional teacher development. The sustainment of professional teacher development enhances successful learner achievement in schools. The study aims to examine the instructional leadership role of principals in professional teacher development in township schools. Qualitative research was used, and data were collected through a case study design. A sample of 20 participants from public secondary township schools in the Tshwane South district was collected using purposive sampling. Data were collected using individual interviews. The conceptual framework for this study is underpinned by a model of Zepeda (2014), which defines the type of work needed to connect school principals who seek to promote quality teaching and learning. Data were then grouped into themes using thematic analysis in line with the research questions. The study has found that the involvement of secondary school principals in sustaining continuous professional teacher development in township schools is limited. This limitation affects performance and contributes to lower learner achievement in these schools. The study findings revealed that although township school principals practice as instructional leaders, encouragement, and support of teachers' involvement in professional development are limited. Therefore, the study suggests that school principals in township schools prioritise support and encouragement of teachers to participate in organised, professional development opportunities continuously. The endeavour will greatly benefit instructional leadership and management in South Africa's changing education context. The study recommends that principals promote, develop, organise, produce, and maintain a high level of teacher participation in professional development programmes. This recommendation is critical for the school management to improve the quality of teaching and learning in this context.