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The instructional leadership role of the high school head in creating a culture of teaching and learning in Zimbabwe

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dc.contributor.advisor Van Niekerk, E. J.
dc.contributor.author Masuku, Silvester
dc.date.accessioned 2012-11-12T06:57:17Z
dc.date.available 2012-11-12T06:57:17Z
dc.date.issued 2011-08
dc.identifier.uri http://hdl.handle.net/10500/7741
dc.description.abstract In this study, the researcher aimed to investigate and explore the instructional leadership role of the high school head in creating a culture of teaching and learning (COTL), with specific reference to high schools in the Midlands Province of Zimbabwe. In an attempt to realise that end, a qualitative approach drawing from ethnographic studies was used to collect data. Therefore, the research instruments included qualitative observations, individual and focus group interviews and document analysis. The participants included five high school heads, ten heads of departments (HODs), ten assistant teachers, and twenty five parents. These were drawn from the five high schools selected for the study. The main findings of the study are that a model for effective instructional leadership aimed at creating a culture of teaching and learning (COTL) consists of long-term and short-term dimensions. The long-term instructional leadership dimension comprises: visioning, communication of the school vision, value management, professional development of staff, and empowerment. The short-term instructional leadership dimension comprises of characteristics of the instructional leader, characteristics of the followers and characteristics of the situation. Characteristics of the instructional leader include his or her perception of stakeholders, task or people orientation, personality, knowledge and experience, value system and trust in followers. Characteristics of the followers include their readiness to take responsibility, motivation to excel, knowledge and experience. Characteristics of the situation include the school climate and culture, relationships among members of the school community, structuring of tasks, availability of human and material resources, and the use of incentives. The effective application of the instructional leadership model for effective practice by the high school head as the instructional leader in creating a culture of teaching and learning (COTL) takes into account both the long-term and short-term dimensions of effective instructional leadership in order to achieve meaningful educational change. en
dc.format.extent 1 online resource (xvii, 335, [30] leaves) : col. ill.
dc.language.iso en en
dc.subject Instructional leadership en
dc.subject Culture of teaching and learning en
dc.subject School head en
dc.subject Midlands Province en
dc.subject Quality education en
dc.subject Long-term instructional leadership en
dc.subject Short-term instructional leadership en
dc.subject Characteristics of the instructional leader en
dc.subject Characteristics of followers en
dc.subject Characteristics of the situation en
dc.subject.ddc 373.12012096891
dc.subject.lcsh High school principals -- Zimbabwe -- Midlands Province
dc.subject.lcsh Educational leadership -- Zimbabwe -- Midlands Province
dc.subject.lcsh High school teaching -- Zimbabwe -- Midlands Province
dc.subject.lcsh Learning -- Zimbabwe -- Midlands Province
dc.title The instructional leadership role of the high school head in creating a culture of teaching and learning in Zimbabwe en
dc.type Thesis en
dc.description.department Educational Leadership and Management en
dc.description.degree D. Ed. (Education Management)

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