A phenomenological reflection on the role of the school principal as educational manager and instructional leader in Limpopo Province

Abstract

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools.

Research findings indicated that principal ship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools.

Results revealed among other issues that:

- The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education.

- The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals.

The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that:

- The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals.

- Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools.

- There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management.

Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools.