The poor matric results currently in the Soweto Township Secondary Schools are a cause for
concern. This study aims to explore and understand the role of the principal on learner
achievement. It transpired from the reviewed literature that the instructional leadership theory
was helpful in providing insights into understanding issues of principals leading or supporting
learner achievement efforts within the school context. This study relied on in-depth taped
interviews with school principals, curriculum deputy principals and focus group discussions with
the Representative Council of Learners (RCL), together with the documentary analysis to answer
the research question and sub–questions. The sample schools were selected purely on the
previous, “academic excellence.”
This study also investigated what students, teachers and deputy principals perceive principals to
do to influence learner achievement. The study discovered that the scope of principals‟ influence
on learner achievement varies from one school to the next. The influence was both direct and at
times mediated. The findings were that instructional leadership was a dominant style of
leadership in the schools studied, as students identified direct and highly influential instructional
leadership behaviours. It also transpired that the critical role of the principal to influence and
enhance learner achievement was to manage teaching and learning, which is the core business of
the school.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/13168 |
| Date | 30 September 2013 |
| Creators | Ginya, Lindiwe Angel |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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