Understanding instructional leadership roles of campus managers in improving student achievement at TVET Colleges in Limpopo : stakeholders perspectives
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Authors
Ajayi, Peter
Issue Date
2021-11
Type
Dissertation
Language
en
Keywords
Instructional Leadership , Student Achievements , Campus Manager , TVET Colleges , Staff Development , TVET Colleges Lecturers , Campus Managers Instructional Leadership , Instructional Leaders , Limpopo TVET Colleges
Alternative Title
Abstract
The study focused on the role of TVET college campus managers as instructional
leaders in the Limpopo province. That role, in the effective and efficient monitoring
and support of lecturers' curriculum implementation in the lecture room, as evidenced
by students' performance and the effective functioning of educational institutions, is
critical to the nature and effectiveness of an education system.
The benchmarked literature study focused on the instructional leadership roles of
campus managers. The campus managers' thoughts on their instructional leadership
roles and how they increase effective teaching and learning to improve student
performance were elicited using a qualitative study approach that included interviews
and document analysis.
According to the study, campus managers get more active as instructional leaders in
ensuring that curriculum implementation in the lecture room is monitored and
supported to achieve effective teaching and learning. The findings of the investigation
revealed that this is not taking place as it should. According to a summary of the
research findings, campus managers face a few challenges, including insufficient
teaching and learning resources, student strikes, late appointment of new lecturers by
the Department of Higher Education and Training (DHET) through the central offices
of these TVET colleges, and a lack of monitoring and support for curriculum
implementation.
By monitoring and supporting lecturers in curriculum delivery and implementation in
the lecture room, the literature review and findings from the empirical study are
expected to contribute to and strengthen campus managers' instructional leadership
roles in creating conditions for effective teaching and learning. The study concluded
that campus managers should visit classes on a frequent basis that campus managers
should have a good understanding of the curriculum in order to assist lecturers with
implementation, and that teaching and learning resources should be delivered on time,
that regular meetings with the Students’ Representative Council (SRC), lecturers,
Education Specialists and Senior Education Specialists should be held in order to
communicate and address the identified problem areas affecting each stakeholder in
order to minimise the escalation of such problems.
The researcher suggests that more research be done in other settings after looking at
how campus managers in Limpopo TVET colleges carry out their instructional
leadership roles. It would also be fascinating to see how campus managers in other
provinces handle these positions in order to find any strengths that the Limpopo TVET
college campus managers might benefit from.