Document Type Master's Dissertation Author Sekhu, Madikobe Stephina firstname.lastname@example.org URN etd-08132012-160035 Document Title Practices of primary school principals as instructional leaders : implications for learner achievement Degree MEd Department Education Management and Policy Studies Supervisor
Advisor Name Title Dr C E N Amsterdam Co-Supervisor Dr M Mohlakwana Supervisor Keywords
- instructional leadership
- learner achievement
- principal's role
- resource provider
- instructional resource
- visible presence
- teaching and learning
Date 2012-04-18 Availability unrestricted AbstractEffective principal's instructional leadership yields high achieving schools (Dhlamini, 2008:105; Hallinger and Heck, 1998; Hargreaves, 1994; Hopkins, 2001; Effective principalís instructional leadership yields high achieving schools Khuzwayo, 2005; Kruger, 1999; Mbatha, 2004; Mthombeni, 2004). Annual National Assessment (ANA) (DoE, 2009) and Systemic Evaluation (SE) in 2001 and 2007 (DoE, 2008) revealed that South African learners are not able to read and write, and that their numeracy skills are not well developed. The performance is also evident in the Grade 12 performance which has not shown great improvement over the years. In an effort to address the poor performance as experienced in schools, the department of education introduced Resolution 1 of 2008 (DoE, 2008) which requires principals to provide professional leadership which is based on curriculum management; and to take accountability for the quality of learning that takes place within the school. The poor learner achievement in schools triggered the question about the quality of education provided in the primary schools and the instructional leadership provided by primary school principals as it is a foundation to the schooling system. A qualitative approach was used to explore the practices of primary school principals as instructional leaders and the implications for learner achievement. Six primary schools in the Tshwane West district in Gauteng province were sampled for the research.
The research revealed the following distinguishing factors by those schools that performed extremely well in the Annual National Assessment (ANA) (DoE, 2009) and Systemic Evaluation (SE) in 2001 and 2007 (DoE, 2008):
The above-mentioned factors proved to be essential in the instructional leadership of the primary school principal in ensuring improved learner achievement in schools. Copyright © 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
- The principal has to establish good relations amongst and between educators and learners and also foster two-way communication.
- The principal should make sure that academic results are analysed and interventions strategies are followed to improve learner achievement.
- Educators should be encouraged by the principal to perform a self-reflection of their teaching performance. The principal has to provide support for underperforming educators and encourage them to develop themselves professionally.
- The principal needs to conduct class visits.
- The principal should ensure that teaching and learning time is protected and that educators and learners attend classes punctually.
- The principal needs to keep abreast of the curriculum and instruction changes and provide the necessary support and guidance.
- The principal has to ensure that instruction is given priority and is central to the schoolís activities.
Please cite as follows:
Sekhu, MS 2011, Practices of primary school principals as instructional leaders : implications for learner achievement, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-08132012-160035 / >
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