The aim of this study was to find out the perceptions on the principals’ implementation of instructional leadership in the Amajuba District of KwaZulu-Natal with a view to provide guidelines that may be employed to enhance the execution of this role. Scholars believe that instructional leadership can assist in the transformation of schools into effective schools with consistent high learner achievement. In the Amajuba District schools show fluctuation in their grade twelve results, hence the need to investigate the principals’ implementation of instructional leadership. The grade 12 results were used because it is assumed that the variance is indicative of the differences in the principal’ leadership roles in these schools. This qualitative study examines the principals’ instructional leadership role. Data was gathered by means of literature study and focus group interviews. Four interviews were held: three with Deputy Principals and Heads of Departments, and the fourth one comprised of principals of the six selected secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

The purpose of this study was to investigate the socio-economic impact of learners’ achievement at public schools in Nkangala District in the Mpumalanga Province. The benefits of the study were highlighted within the narrative of the study. The study was qualitative in nature and included a literature study, observations and semi structured interviews. It was discovered from the data that the socio- economic conditions in the district, the learners’ home environment, the school environment and the Department of Education impacted on learners’ achievement. Based on the findings, recommendations were made for improvements to assist in addressing the socio economic impact on learners’ achievement. / Educational Leadership and Management / M. Ed. (Education Management)

The purpose of the study was to investigate teachers’ perceptions of parental involvement in children’s education in the rural Mawa and Molototsi circuits in the Mopani district, Limpopo Province. Three-hundred-and-thirty (330) teachers participated in this research survey. The results indicated that the common perception amongst teachers was that parental involvement had positive benefits for both learner performance and social behaviour. The study also revealed that schools used involvement initiatives and strategies to a lesser extent than expected. Primary schools reported higher rates of parental involvement than secondary schools, which suggested that parents of primary school children were likelier to involve themselves in school governance than those of secondary school children. The extent to which the school used media to promote parental involvement was found to be small and moderate. The respondents also perceived certain social and economic barriers as moderate to large impediments to parental involvement. / Educational Leadership and Management / M. Ed. (Education Management)

The main purpose of the study was to develop a cognitive model to motivate principals in the Mpumalanga Province, particularly in the Bohlabela District. That was done firstly by identifying and explaining main factors affecting motivation of principals, and later developed a cognitive model of motivation from such factors. The study used the interpretative approach, particularly constructive-interpretative paradigm to collect and analyse principals’ subjective, but accurate accounts of their views, feelings, perceptions and experiences regarding the factors they had found motivating or de-motivating. A case study method was used as the main design method and was implemented through purposive sampling to identify information-rich participants. Semi-structured interviews were employed as the main data collection technique and the data obtained were confirmed, corroborated and augmented by observational field notes and documents analysis, particularly during data analysis. The researcher segmented and coded the data inductively into two main themes, which served as the main empirical research findings. Such findings indicated that motivation is influenced by both cognitive and systemic factors. It is recommended that setting difficult, but specific intrinsic outcomes and consciously employing cognitive abilities to pursue them, might improve motivation. Furthermore, full personal responsibility should be taken regarding the attainment of such intrinsic outcomes. / Educational Leadership and Management / D. Ed. (Education Management)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)