Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape

The purpose of this research is to examine the extent of instructional leadership of principals in high performing secondary schools in the metropolitan area of Cape Town, Western Cape. A mixed methods design of quantitative and qualitative research was undertaken. For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to 5 principals and 136 teachers. One sample t-tests found statistically significant differences between the mean scores of principals and those of teachers. Data analysis of the PIMRS indicated that principals were most active in protecting instructional time, promoting professional development, providing incentives for learning and framing the school’s goals and least active in supervising and evaluating instruction, maintaining a high visibility and providing incentives for teachers. In the qualitative phase, interviews with the five principals yielded a result that underscores the value which principals place on professional accountability, trusting teachers to deliver the curriculum, building coherence, promoting professional development, giving professional autonomy and fostering relationships. The study found that the principal’s role is multi-faceted and complex and is neither limited to the instructional leadership behaviours of the PIMRS nor to the job description of the Personnel Administration Measures (PAM). Instructional leadership functions not measured by the PIMRS, such as the appointment of teachers, selection of pupils, engaging with stakeholder groups, establishing internal coherence and building trust by sharing instructional leadership practises with senior teachers were very important. School leaders internalize the expectations embedded in accountability systems and have woven these into an internal set of expectations and responsibilities that represent the school’s internal accountability systems. The thesis concludes with the view that both shared leadership and instructional leadership are important as they are indirectly related to pupil achievement.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2014

Author dc:creator

• Millar, David J

Advisor dc:contributor.advisor

• Gilmour, David

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/13354

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/13354