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.
