Exploring instructional leadership practices of school principals at three secondary schools in the Johannesburg South District, Gauteng province

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dc.contributor.author Chibaya, Solomon
dc.date.accessioned 2019-06-12T13:08:43Z
dc.date.available 2019-06-12T13:08:43Z
dc.date.issued 2018
dc.identifier.uri https://hdl.handle.net/10539/27408
dc.description A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education, 2018 en_ZA
dc.description.abstract Instructional leadership has over the years evolved due to influence from other forms of leadership but still remains a primary element in improving student outcomes. However, there are few studies that have looked at how instructional leadership practices are experienced. The main purpose of this study was to explore how instructional leadership was practiced in secondary schools in Gauteng. Using narrative and phenomenological inquiries, analysed principals’ narratives and focus group interviews on the instructional leadership practices in secondary schools. Focus group data that was presented in this report highlights conceptualisations, experiences and views of teachers on instructional leadership. The data was coded and analysed thematically using literature on instructional leadership as well as Hoadley, Christie and Ward (2009)’s six dimensions on instructional leadership as the theoretical framework. The findings indicate practices that make up instructional leadership practices in the schools studied. Based on the findings, this report suggests that principals must be knowledgeable of the elements of instructional leadership and apply them with an understanding of their schools’ contexts. This study concludes by offering an alternative instructional leadership model style of leadership, leadership qualities, instructional leadership roles and communication (SLIC).The (SLIC) model attempts to summarise how instructional leadership practices were experienced in secondary schools. en_ZA
dc.language.iso en en_ZA
dc.title Exploring instructional leadership practices of school principals at three secondary schools in the Johannesburg South District, Gauteng province en_ZA
dc.type Thesis en_ZA
dc.description.librarian XL2019 en_ZA


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