Open AccessInstructional Leadership Practices of Principals through the Lens of School Management Teams
Author(s) -
Tebogo John Maponya
Publication year - 2020
Publication title -
global journal of science frontier research
Language(s) - English
Resource type - Journals
eISSN - 2249-4626
pISSN - 0975-5896
DOI - 10.34257/gjhssgvol20is9pg1
Subject(s) - disadvantaged , curriculum , work (physics) , pedagogy , leadership style , constructive , transformational leadership , instructional leadership , distribution (mathematics) , psychology , ideology , globe , educational leadership , public relations , political science , sociology , engineering , mechanical engineering , mathematical analysis , mathematics , process (computing) , neuroscience , politics , computer science , law , operating system
South African Education system has undergone numerous transformations, which gave rise to a new complexion in the instructional leadership practices in schools. As a developing country that is striving to match the global standard of education, incorporating new ideologies in leading and managing curriculum for the well-being of its learners has been a great leap that is commendable. The ideals of effective instructional leadership are among others that school principals in previously disadvantaged backgrounds are still grabbling with so far. This phenomenological empirical study sought to investigate the instructional leadership practices that school management team members perceived to be working well or not working well in their different schools. The manuscript captured some of the successes and hiccups and presents research findings from data collected from school stakeholders who expressed their desire to see growth and development that aims at improving schools for the better. Qualitative findings made showed that constructive interaction with teaching staff and other role players, creation of a positive working climate, equitable personnel work distribution, interchangeable leadership styles, and curriculum support worked well in schools. The study came up with the following in tackling what did not work well: communication, unnecessary disruptions by teacher unions, meagre and inequitable work distribution, as well as limited and poor parental support.