3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Exploring instructional leadership practices of school principals at three secondary schools in the Johannesburg South District, Gauteng province(2018) Chibaya, SolomonInstructional leadership has over the years evolved due to influence from other forms of leadership but still remains a primary element in improving student outcomes. However, there are few studies that have looked at how instructional leadership practices are experienced. The main purpose of this study was to explore how instructional leadership was practiced in secondary schools in Gauteng. Using narrative and phenomenological inquiries, analysed principals’ narratives and focus group interviews on the instructional leadership practices in secondary schools. Focus group data that was presented in this report highlights conceptualisations, experiences and views of teachers on instructional leadership. The data was coded and analysed thematically using literature on instructional leadership as well as Hoadley, Christie and Ward (2009)’s six dimensions on instructional leadership as the theoretical framework. The findings indicate practices that make up instructional leadership practices in the schools studied. Based on the findings, this report suggests that principals must be knowledgeable of the elements of instructional leadership and apply them with an understanding of their schools’ contexts. This study concludes by offering an alternative instructional leadership model style of leadership, leadership qualities, instructional leadership roles and communication (SLIC).The (SLIC) model attempts to summarise how instructional leadership practices were experienced in secondary schools.Item Conceptualisation and enactment of instructional leadership in underperforming schools in township settings in South Africa: a case study of two secondary schools in Soweto(2016) Chimenya, Ulita MuidzoThis research report explores the significance of instructional leadership in raising learner outcomes in underperforming secondary schools in township settings. Literature suggests that, if principals possess strong instructional leadership skills, then the decline of the culture of teaching and learning may possibly be resolved (Blasé and Blasé, 1999; Elmore and City, 2007). This study was therefore done to investigate how the principals’ conceptualisation and enactment of instructional leadership might possibly promote an enhanced culture of teaching and learning in township settings. Research shows that some progress has been made in understanding relationships between instructional leadership and student achievement, but most of the complexities in instructional leadership have not been researched (Leithwood, Jantzi & Steinbach, 1999). Additionally, Hallinger (2003) argues that there is still little knowledge about conceptualisation and application of instructional leadership by principals in schools (Spillane, Diamond & Jita, 2003). This research explored the instructional leadership practices that principals engage in as they enact instructional leadership to improve teaching and learning in the two secondary schools. The study was based on the three fundamental questions which were meant to investigate the conceptualisation and enactment of instructional leadership and the challenges principals face in township settings. It adopted the qualitative research design and it was conducted through the case study approach. Interviews and observations were used to generate relevant data to the study. Semi-structured interviews were conducted with the four participants who were interviewed separately, one principal, one vice principal and two teachers. The study found out that the vice principal and principal 1 understand the concept of instructional leadership and they apply the concept as they monitor, supervise and assist teachers during their instructional practice in the schools. They also value the need to define the school vision for all members to participate towards achieving the school goals of teaching and learning. However, despite the schools’ efforts to raise learner outcomes, the challenges associated with multiple deprivations like lack of resources, educational poverty, political activities and teenage pregnancies tend to hinder their progress. Based on the findings of the research, the researcher concludes that even though the principals engage in the whole school supervisory roles as they apply different instructional practices, whether what they are doing is correct or not, this is beyond the scope of this study. The researcher therefore recommends for the need of ongoing professional development for school leaders on the issues of instructional leadership especially in township settings. Key words: instructional leadership, underperforming schools, multiple deprivation, educational poverty, township settings, challenges, teaching and learning.Item Experiences of principalship: a case study of two female leaders of suburban high schools in Gauteng(2016-07-25) Chiramba, Otilia FortunateThis study explores the experiences of two women principals in leading suburban co-educational high schools in Gauteng province, South Africa. It sought to explore and understand the experiences of two women principals and their leadership roles through the consideration of their challenges, their successes and their leadership styles as demonstrated in their school contexts. Gender and leadership is an area which remains under-researched in both the South African and the national and international educational leadership fields (Faulkner, 2015; Moorosi, 2010 & 2012). Also in South Africa there is very little knowledge of the experiences of women leading suburban co-educational high schools formerly known as Model C schools (Lumby & Heystek, 2011). This context is particularly interesting and important considering the dramatic change in demography of these schools after 1994, which impacts upon how women principals, in particular, experience and lead these diverse schools and their very diverse communities. As the schools now have heterogeneous ethnic and cultural populations, principals face many different challenges in leadership. In a very patriarchal and traditional culture, which typifies South Africa, it was considered an important aspect of the research to understand the experiences of women specific to these under-researched school contexts. The research methodology chosen as the most appropriate is a qualitative, interpretivist approach which uses a case study. The two high schools in the case study were purposefully sampled because they were led by women and they were former Model C schools in Gauteng, to the west and north, which under the apartheid regime served only white learners and communities in former affluent white suburban areas. The participants in this study were the two women principals of the two suburban schools. The research instruments chosen were a semi structured questionnaire, loosely based on Coleman’s questionnaire from her study of UK head teachers (2001), and follow-up probing interviews to gain more in depth responses to key areas of interest. The research was underpinned by a theoretical framework that contends that context plays a significant role in the two women’s experiences and how this might impact upon challenges to their leadership as women, (Christie & Lingard, 2001). Cubillo and Brown (2011) posited in their research that context is critical to women’s experiences of leadership, even more than is the case for male leaders. Evidence from the data collected and analysed in addressing the research questions shows that the two women principals were negatively affected by entrenched patriarchal attitudes within the communities they served. Contexts of former Model C schools played a pivotal role in the two women’s experiences as they employed the leadership styles they considered as the ones that best fitted the situations imposed by diverse ethnic and cultural communities. The misconception about former Model C schools, as still being sites of affluence and privilege, also contributed to their challenges, given the demographic changes that contradict this assumption. Despite these challenges, the two women remained strong with the determination to lead successfully ‘against the odds’ (Coleman, 2001). Family support, work experience, qualifications, confidence and their leadership styles also contributed to their success. This study recommended the need for further research through a longitudinal and wide ranging study of women’s experiences of leadership and specifically on the nature of leadership in these under-researched co-educational former Model C high schools. Keywords Gender and leadership, Principalship, South African High Schools, Discrimination, Patriarchy, Glass Ceilings and Walls,