The core role and responsibility of the school principal is to be an instructional leader. The principal sets the tone in terms of teaching and learning in the school. In this study I focus on school principals at independent schools in Gauteng and explore their instructional leadership practices. To understand these practices I drew on Weber’s instructional leadership model and distributed leadership. In this interpretive, qualitative, phenomenological study I purposively sampled three independent schools in the Gauteng province based on exceptional academic achievement. I selected their school principals as participants. Data was generated using semi-structured interviews, collage inquiry and artefact inquiry. The findings indicate that the day-to-day instructional leadership practices of the participants are quite expansive and are geared towards ensuring quality in teaching and learning. Furthermore, they receive the requisite support from stakeholders and mediate the challenges they experience in their instructional leadership in multiple ways. / Educational Management and Leadership / M. Ed. (Education Leadership and Management)

The research study has focussed on the optimal use of instruction time to arrange for improved learner performance. A qualitative investigation was conducted using individual interviewing with six school principals and focus group interviewing with fifteen Heads of Department of six selected secondary schools. The findings revealed that the establishment of a sound culture of teaching and learning in which instruction time is used optimally is the joint responsibility of the school principal and staff in collaboration with learners and parents. Instruction time is lost owing to timewasters such as teachers who are unprepared for lessons, teacher and learner absenteeism and teacher and learner tardiness. Intervention strategies to counter the negative influence of timewasters on available instruction time relate to prior planning and preparation for lessons, managing teacher and learner absenteeism and the scheduling of extra classes. The study contributes to the discourse on effective teaching and learning for acceptable learner performance. / Educational Leadership and Management / M. Ed. (Education Management)

The transition from apartheid education to the present education system in South Africa caused a myriad of challenges pertaining to curriculum implementation and management. Therefore, this study was aimed at exploring the extent to which School Management Teams (SMTs) were able to manage curriculum implementation in primary schools within Sekhukhune District, Limpopo Province in South Africa after the inception of the contemporary curriculum, CAPS. The study focused primarily on the SMTs, which comprise the principal, deputy principal, Heads of Departments, subject heads, and senior teachers. The purpose of this qualitative study was to explore the experiences of SMTs in terms of curriculum management in primary schools. A qualitative research approach was chosen, employing data collection methods which included individual interviews, focus group interviews, non-participant observation and documents analysis. Therefore, this study is embedded in a constructivist or interpretivists paradigm which is used to understand and describe human nature. A phenomenological model of naturalistic inquiry categories was used to describe the meanings of lived experiences. Instructional leadership and classical management theories were used as a lens for interpreting aspects about the management of curriculum implementation. Purposive sampling was used to select information-rich participants; the SMTs because they were considered to be knowledgeable and informative concerning the management of curriculum implementation in schools. Sekhukhune District consists of five local municipalities. One primary school was purposefully selected from each local municipality. Thus, five primary schools were selected for the purpose of this study. vi The study revealed that for effective management of curriculum implementation, the SMTs need to incorporate both management and leadership constructs in their application. Without appropriate leadership and management, effective teaching and learning cannot prevail in schools. Moreover, the quality of leadership and management in schools is a prerequisite for the schools’ efficacy. / Educational Management and Leadership / D. Ed. (Education Management)

The implementation of educational reform in the United Arab Emirates (UAE) imposes a change agent role on secondary school department heads however the assistance-intensive process is inhibited by the current educational structure. As the concept of teacher empowerment becomes accepted, some department heads have the ability to develop a professional learning community while others are unable to do so. The present study considers the present and ideal role of the department head as a change agent facilitating the implementation of educational reform in the UAE. A sequential mixed method mode of inquiry with two phases was employed. In phase one, department heads were profiled from a self, superior and subordinate perspective and a conceptual framework related to patterns of effective change agent behaviour was developed. Findings show that effective change agent characteristics of department heads included priorities related to change implementation and teacher support, a collaborative leadership style, seven strategies related to a participatory, supportive and facilitative approach and ten skills that motivate, energise and encourage teachers. The identification of two ineffective department heads by teacher informants in phase one provided an opportunity to study the work of effective and ineffective department heads as cases in-depth. Case study findings confirm the conceptual framework because effective heads were rated high for all characteristics identified, while ineffective heads were rated low. All department heads accepted the change agent role unofficially with no additional time release, but effective heads took ownership of the process and empowered teachers while ineffective heads provided assistance on request. Effective heads used interpersonal skills and asserted themselves as technical experts while ineffective heads were passive and were considered to be traditional teachers. Strategies and skills employed by effective heads included resource linking, collaborative problem solving, facilitation, support and administration/organisation while ineffective department heads used resolution giving and providing technical assistance. Time constraints, restrictive school schedules and role ambiguity were identified as major impediments to the change agent role of department heads in his study. Nevertheless, the new curriculum is being implemented in all of the departments studied verifying that the department head is an untapped resource in the change process. / Educational Studies / D.Ed (Education Management)

The aim of this study was to find solutions to problems relating to the fact that many township learners are not optimally prepared for the Grade 12 final examination resulting in them having limited possibilities for further studies and after-school employment. The main research question focused on how Grade 12 learners can be assisted to perform optimally in the final examination. A qualitative research approach was adopted using focus group interviews. School management team members and Grade 12 educators and learners from one township secondary school were selected as participants. The main factors that assist Grade 12 learners to perform optimally in the Grade 12 final examination relate to well executed leadership functions, competent teaching, learner commitment, effective policy implementation and sound school, home and township conditions. A school intervention programme that included formal studying by camping on the school grounds improved Grade 12 performance significantly. / Educational Leadership and Management / M. Ed. (Education Management)

This study explores teachers’ experiences with the principals’ instructional leadership styles in primary schools in Gauteng province. A qualitative research design was employed in the study to answer the research question. Data was generated by means of semi structured interviews which involved the three HODs and nine ordinary teachers from the three sampled schools so as to provide a rich description, explanation, experiences, challenges and barriers that instructional leadership brings into the teaching and learning process in their particular schools contexts. The interest in the phenomenon emerged on the perspective of principals’ instructional leadership as often seen as the contributor to the challenges that are experienced by Primary school teachers during the learning process. Principals are viewed as contributing to South Africa’s education crisis and the overall ineffectiveness of the school system resulting in poor academic results. The instructional leaders who are not doing their jobs competently because of their leadership styles and lack of supervision skills, have caused this. This includes proper knowledge of how to run the schools and motivating staff to work, to enhance classroom instruction. Sometimes they do not involve the community and other stakeholders in the decision making process. Teachers who provide moral support and professional growth in the schools are also ignored. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools. Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools. Results revealed among other issues that: - The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education - The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that: - The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals - Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools - There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management. Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)

This research focuses on the role of the school principal as instructional leader in primary schools in Thoyandou area, Limpopo Province. It was motivated by a marked decline in the fulfilment of the instructional leadership role of principals in certain schools in the Limpopo Province. A literature study was undertaken to determine the role of a instructional leader, approaches to this role as well as the relationship between the principal's instructional leadership role and staff development and staff appraisal respectively. A qualitative inquiry was conducted using a focus group and personal interviews with a small sample of participants selected by judgement sampling. The findings suggest that understanding of the instructional leadership is fragmented; principals often fail to develop staff adequately; and the Department of Education's new approach to staff and development appraisals is not adequately implemented in schools. Finally guidelines are provided to assist principals in fulfilling their role as effective instructional leaders. / Educational Studies / M.Ed. (Education Management)

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)