Distributed instructional leadership at underperforming schools in Johannesburg Central District

Abstract

There is a continuous debate about leadership approaches and their sustainability to enhance teaching and learning in schools. This study explored distributed instructional leadership at underperforming schools in Eldorado Park in the Johannesburg Central District. The majority of the schools in the area had a change in leadership in the last three years and it is assumed that this change might have contributed towards the decline in their grade 12 learners’ pass rate. This study adopted a qualitative approach anchored in an interpretivist paradigm and a case study research design. Collegial theorical framework served as the foundation and support that guided this study. One principal, one departmental head and one teacher from each of the three secondary schools in Eldorado Park in Johannesburg Central District were purposively selected to participate in this study. Data were collected through face-to-face semi-structured interviews. Thematic data analysis was adopted to analyse data. During the process of the study, the required ethical considerations were adhered to. This study found that the principals, departmental heads, and teachers have little understanding of distributed instructional leadership, and are not working as a collective. This deficiency in management hampered teaching and learning and also affected the general academic performance in their schools. This study recommends to the Department of Basic Education to induct and mentor newly appointed principals, departmental heads and teachers to ensure collegiality when executing their school responsibilities, to engage newly appointed principals, departmental heads and teachers in appropriate training programs to enhance their knowledge and understanding of distributed instructional leadership to ensure positive outputs in their schools.