Predictors of instructional leadership practices : lessons learnt from Bushbuckridge, South Africa

Abstract

The aim of this paper is to examine the instructional leadership practices of school principals that would enhance management and leadership. Structured questionnaires (n=228) completed by deputy principals and departmental heads, showed that instructional leadership was composed of four sub-dimensions, which could be used to identify areas for possible improvement. Using multiple regression analysis, the sub-dimension of “Monitoring and providing feedback on the teaching and learning process” was the best predictor of instructional leadership. Furthermore, self-confidence of the principal and knowledge of current developments in the curriculum regarding instructional leadership, attending and participating in curriculum-related workshops, and communicating curriculum goals to teachers were considered crucial to ensure that principals become instructional leaders.