The role of principals as instructional leaders : implications for effective teaching and learning

M.Ed. (Educational Leadership and Management)The ever changing social, political and economic environment of post-apartheid South Africa impacts seriously on the functionality of education in this country. This accelerated rate of change from the external environment places the onus on schools to provide quality education that is relevant to the demands of the changing world. However, South African schools were found seriously wanting. Over the past two decades concerted efforts have been made by the South African government to improve the quality of education. These efforts have not met with much success. Lack of effective leadership and commitment on the part of the principal has been cited as one of the main reasons why South African schools are performing poorly in international tests. In the previous dispensation, principals in South Africa had followed a model prescribed by the education authorities on how to fulfill their management roles. They could accomplish their task with relative sole authority within the prescribed parameters, without being compelled to seriously involve other stakeholders. However, management and leadership styles in South Africa have undergone major shifts. Decentralising responsibility and authority within the educational system, has created a need for the role of principals to be re-defined. The role of the principal as manager evolved into the role of principal as instructional leader. This proved to be a challenge for many principals. This study explored the role of principals as instructional leaders to facilitate effective teaching and learning in Gauteng East primary schools. The study was located in an interpretivist paradigm and a qualitative research design was employed. The sample was purposive and consisted of primary school principals in the Gauteng East region. A thorough examination of the duties of the principal as outlined in South African legislation and in current literature was conducted. Several existing models of instructional leadership were briefly discussed and a theoretical framework for the present study was outlined. Empirically, semi-structured individual interviews were conducted with the six principals. A document analysis was also carried out to verify and inform data collected during the interviews