Assisting principals to perform their instructional leadership task more effectively : a case study of Gauteng township schools

Abstract

This study focused how school leaders can be assisted to perform their instructional leadership tasks more effectively by examining what instructional leadership and quality education entails in Gauteng township schools and identifying factors affecting effective execution of instructional roles. The theoretical framework underpinning this study was guided by the Leadership-for-Learning Model. The study adopted the pragmatic research paradigm leading to subsequent adoption of the mixed methods approach resulting in the study using both, qualitative and quantitative methods of collecting data. Qualitative data was collected via interviews while quantitative data was collected via the questionnaire. The findings from qualitative and quantitative data analysis as well as from literature reviewed indicate that instructional leadership is now a broader construct that entails detailed planning of school priorities, effective execution of instructional roles and creating enabling teaching and learning environments. It emerged from the findings of this study that quality education occurs when all learners have equal access to teaching and learning opportunities such as adequate modern infrastructure, sports facilities, advanced technological learning equipment, appropriately qualified educators, highly skilled and trained school leaders and inequalities are addressed. The major factors that affected proper execution of instructional leadership roles were the Covid-19 pandemic, learner discipline, school environment and township conditions. The instructional leadership role of cultivating a culture of effective teaching and learning, maintaining normal class size and maintaining high hygienic standard empowered educators to effectively execute their teaching role.