This study investigates the role that principals play in leading and managing teaching and learning through the alternative approach of ‘distributed leadership’ in order to promote quality education. As a qualitative case study of two ‘township’ Gauteng primary schools, data was collected by means of questionnaires and interview schedules. Perceptions of principals, heads of departments (HODs) and teachers on ‘distributed leadership’ were examined, as well as how the concept was applied in the day-to-day running of the school. It was found that the principals interviewed, despite their extensive teaching and managing experience, were not fully aware of the implications of principalship within the new dispensation, vaguely referring to their roles as leaders and managers without specifying how and what they were leading and managing in their respective schools. Recommendations are that distributed leadership strategies could be found in both schools to optimise the leadership and management of teaching and learning, and that time should be allowed for HODs and principals to implement instructional leadership and management.

The core purpose of school leadership is to provide leadership and management in all areas of the school to enable the creation and support of conditions under which high quality teaching and learning can take place and which can promote the highest possible standards of learner achievement. This study aimed to examine the roles of the school principals in monitoring teaching and learning in inner-city and township secondary schools in the Gauteng province. The study used a case study research design in which one inner-city and township secondary schools were purposely selected as cases for the study. The school principals, deputy school principals, heads of departments and educators were observed over a period of fourteen days in each school after which were interviewed. Both the observation and interview protocols were piloted. All interviews were tape recorded and confidentiality was assured. Interviews were transcribed and analysed through content analysis (Strauss1987).Emerging themes were used to create a comparative data set across the stakeholders’ content analysis. The analyses were then triangulated as a means of establishing the trustworthiness of the accounts. Observations and questions focussed upon the roles of the school principal in monitoring teaching and learning with reference to the school curriculum, the tools school principals use in monitoring teaching and learning and how school principals monitor teaching and learning in such schooling contexts. They indicate that the role of school principals as instructional leaders in monitoring teaching and learning is supervision which involves leadership roles in educator professional development, curriculum supervision, collegiality, care and response. They not only indicate the complex contextual roles of school principals in monitoring teaching and learning in the challenging circumstances in the inner-city and township secondary schools, but the mechanisms school principals use to monitor teaching and learning in such contexts. School principals minimally participate in the monitoring of teaching and learning and rely on feedback from classroom observations and learner data collected by the deputy school principals’, heads of departments/ subject heads and class educators to monitor learner performances in the schools.

This research is underpinned by a conceptual framework which is based upon the theory that the principal should share leadership responsibilities with educators to inspire commitment in creating a quality learning environment. The research investigates the role of the principal in creating a quality learning environment to improve school performance and the achievement of its learners. The research considered complexities surrounding educational reforms which require a collaborative approach wherein the principal invites educators to participate in a discussion on how instructional activities should be conducted in a school. When principals who are instructional leaders accept their instructional role and exercise it in collaboration with educators, they practice an integrated form of leadership. This report is relevant in the South African context because the situation in South Africa is made critical by the introduction of a new curriculum framework which requires an approach which will emphasise the principal’s interactive role with educators in the central area of curriculum, instruction and assessment. Shared instructional leadership is an inclusive concept, compatible with competent and empowered educators. Educators assume leadership responsibility when they interact with other adults in the school community around school reform efforts, encourage others to improve their professional practice, or learn together with their school colleagues (Moller & Katzenmeyer, 1996). iii A qualitative methodology was used which involved a secondary school in Gauteng.This case study was undertaken to establish the principal’s and educators’ perception of the role of the principal as an instructional leader. Although limited in its scope, the research revealed valuable information which identified contextual factors such as socio-economic, organizational climate and educator commitment which concluded that these are factors which play a significant role in creating a quality learning environment. What is needed in South Africa for a quality education to take place is an inclusive approach to leadership to promote a school climate supportive of teaching and learning. Instructional leadershipis shared, therefore, in that specific leadership functions are carried out by designated staff members working in collaboration, under the guidance and direction of the principal.