Masters Degrees (Education, Development, Leadership and Management)

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The 21st century student : an exploration into the evolution of teaching and learning practices required in a generation of digital change.
(2014) Kemm-Stols, Lyndall.; Searle, Ruth Lesley.
The 21st Century is an ever changing context with rapid developments in technology affecting the manner in which we live, communicate and engage with the globe. These developments have contributed to creating categories of individuals who can be labelled as “Digital Natives,” who have grown up surrounded by technology and are comfortable using digital tools, and in contrast “Digital Immigrants,” those who have had to learn how to use technological tools, such as smartphones, wireless internet or laptops, in order to function in the current context. This is bound to affect teaching and learning strategies within the Higher Education sector, as generally “Digital Immigrants” will be facilitating “Digital Natives.” The need to understand how “Digital Natives,” process information, how technology is integrated into their studies is important in discovering the most effective teaching and learning strategies in order to fulfil 21st Century Higher Education outcomes. The study is situated within the local context of the Applied Arts, an area which has had less exposure than other disciplines. It is based in a private higher education institution, where access to digital tools and resources is prominent. The research method is largely qualitative in nature and involves the use of focus group discussions, reflective journaling and in class observations using a case study of ten active participants. The data is then categorised and analysed using a suggested framework, which combines the theory of Connectivism and Vygotsky‟s Zone of Proximal Development. The study is concluded with teaching and learning recommendations specific to Digital Natives as identified within the group of participants in the study.
3D visualization skills incorporation into an undergraduate biology course.
(1999) Osodo, Joseph.; Amory, Alan M.; Graham-Jolly, Michael.
Current trends indicate that the population explosion and invasion of information technology, particularly in developing nations, are likely to overwhelm education systems and policy makers, educators, researchers and therefore the community faces enormous challenges. Also, many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. In an attempt to achieve and maintain high educational standards, many nations are devoting substantial proportions of the gross domestic product toward educational endeavours. However, few systems are adopting modern education practices that intrinsically motivate and engage learners, and are at the same time flexible enough to consider students' aspirations and interests. It is argued that such systems would make learning more relevant, meaningful and enjoyable to the learners and are bound to improve exit performances. In such a system, the role of the teacher is that of a facilitator, and not instructor. Constructivism, a philosophy which holds that knowledge is actively constructed by learners through learning, is regarded as promising to provide a long-term solution to many educational problems since its underlying principles are argued to be holistic. It has become imperative that technology in general and the computer in particular should play a role as educational tools as these have capabilities that could be designed to make learning relevant and interesting to learners. It is argued that its use within constructivist approaches and curriculum considerations would increase learner abilities. An eclectic approach to curriculum design is advised for success in this endeavour. Since computers permeate most aspects of our lives (directly or indirectly) their inclusion in teaching and learning situations must become a reality. This project is focused on underscoring the fact that computer based education (CBE), under constructivist philosophy, can provide solutions to problems brought about by extreme interpretations of the deductive or traditional teaching approach. Particularly, it attempts to show that use of three-dimensional (3D) visualizations could significantly aid comprehension and perception of, among other units of discourse, cytoplasmic structure, geo-referenced graphical data, and the understanding of spatial relationships. This is a technique that has, in the recent past, received little attention and no extensive educational research has been carried out with the aim of perfecting it. Recent research carried out by members of the Biological Pedagogy (Bioped) research group identified conceptual problems in learners regarding biological processes such as photosynthesis and respiration. Having established that the misconceptions in learners were attributable to their lack of visualization ability, the first part of the project involved identifying some of the specific visual problems. A qualitative research approach was used to ascertain from university lecturers what convictions, beliefs and experiences they had had with their students that related to use of visualization skills. Skills most required included interpretation of 2D and 3D structures as well as their rotation in space. A survey was also carried out among Cell Biology first and second year students of the School of Life and Environmental Studies in order to precisely determine aspects of three-dimensionality and visual skills suspected to cause conceptual difficulties. Quantitative data analysis showed that the most deficient skills in the learners included pattern folding (projecting 2D material into 3D objects), orientation of form (identifying 3D objects that are oriented differently) and rotation (identifying 3D objects from top and front views). These findings corroborated qualitative analysis of lecturers opinions and convictions. An educational computer game was designed with the aim of ameliorating these problems. The game consisted of 3D scenes where puzzles related to the skills mentioned above needed to be solved. It was recommended that visualization skills should be incorporated into the biology curriculum for all undergraduate students within the first year of the course.
A case study of a workplace training programme and how it relates to the national qualifications framework and skills development.
(2002) Ramnath, Bashnee Yonna.; Lyster, Elda Susan.
This is a qualitative case study which encompasses a thick description of an organization's workplace training programme and how it relates to the National Qualifications Framework and Skills Development. The organization in question is Imana Foods (Pty) Ltd. The purpose of conducting this particular study is to take a close look at the workplace training programme of a particular organization and to see how it has embraced the implementation of new legislative acts such as the South African Qualifications Authority Act, the Skills Development Act, the Skills Development Levies Act, and the Employment Equity Act into its education and training policy . These legislative acts are interrelated in the sense that they have one very significant common goal, and that is to improve the South African economy. By implementing these acts, the government hopes to increase the amount of skilled labour, which in turn should lead to better job opportunities for those employees who already have jobs, and also to promote education and training to those people who are unemployed. The government hopes to keep a watchful eye on the labour market with the intention of providing training in the areas where there is a shortage of skills. My intention for wanting to examine the workplace training programme of a single organization is to determine whether or not the training programme under study is serving its purpose which is to provide equal opportunity for all the employees within the organization.
A case study of the quality assurance role of the school management team in teaching and learning at a secondary school.
(2024) Ndlovu, Ntombifikile Sweetness.; Naicker, Inbanathan.
The purpose of this study was to examine the mechanisms used by the school management team (SMT) to quality assure teaching and learning. The focus of this study was to explore the leadership practices used by the SMT of the selected township secondary school in quality assurance with regard to teaching and learning. The study aimed at answering these following research questions: What mechanisms are employed by the school management team to quality assure teaching and learning in the case study school? How effective are the mechanisms employed by the school management team to quality assure teaching and learning in the case study school? and; How can quality assurance in teaching and learning be improved in the case study school? Five SMT members (Principal, deputy principal and three departmental heads) from one secondary school were purposively selected based on their characteristics and experience. The distributed leadership theory by Helen Gunter (2005) and the conceptual framework for quality education in schools by Elizabeth Garira (2020) underpin this study. Using an interpretive paradigm, qualitative research approach and case study research design, I conducted semi-structured interviews to generate primary data from the participants. I also used three documents (Quality Management Systems, School Improvement Plan and curriculum coverage monitoring tool) that were requested from the research site to obtain secondary data. The analysis of data was done using thematic analysis. Findings point to that there is a disparity in leadership practices by the SMT. They separate the school into two phases, namely, the Further Education and Training phase (FET) and the General Education and Training phase (GET), and their focus is mainly on the FET. Monitoring seems to start from grade 12 to lower grades; extra classes are implemented only in the FET phase, and tracking of learner performance is mainly done in grade 12. The main recommendation was that The SMT distribute the power to the subject heads, who are de facto teacher leaders, to assist in other management duties. They can also delegate the work to the Learner Representative Council so that all the school grades can be attended to.
A critical perspective on racial integration in a secondary school in KwaZulu-Natal : dots and dashes : patterns of co-existence.
(2005) Nasaree, L.; Ramrathan, Prevanand.
The study is an exploration of the processes of racial integration within a school. The purpose of the study is twofold: 1. To understand the pattern, extent and nature of racial integration between learners in the classroom and on the playgrounds. 2. To determine whether there are any barriers that prevent the interaction of learners of different races. The school that was selected to participate in the research was an ex-House of Delegate's secondary school in KwaDuguza in the province of KwaZulu-Natal. The participants in the study were the principal, two deputy principals, two level one educators and two focus groups of African and Indian learners. Each focus group was made up of six learners, two males and four females. They were representative of the gender and racial composition of the school. The research was a case study that used various qualitative methods of data collection. A questionnaire was administered to a selected sample of educators and learners to determine attitudes and perceptions of racial integration. These were followed up by semi-structured interviews that allowed the researcher to probe deeper into issues raised in the questionnaire. A week's observation schedule of learners in a classroom and the learners on the playground was conducted. This was followed by a review of school documents. The varied methods of data collection revealed that positive racial integration is not taking place in the school. Although the educators and the learners are aware of the need for a fundamental change in the policies, organization and curriculum of the school they are unsure of how these changes need to be effected and what the nature of the change should be. In the absence of any concrete directions from the Education Department, an 'adds on' approach to integration is used . The result of such an approach is the polarization of learners along racial lines. The study concludes with recommendations for educators and the Department of Education.
Adult education for blacks in Natal/KwaZulu : a study of some aspects, with particular reference to opportunities for teachers.
(1982) Khanyile, Emmanuel Bafana.; Dobie, Bruce Alexander.
No abstract available.
Adult learners' perceptions of functional adult literacy provision in six centres in Kampala City, Uganda.
(2006) Nuwagaba, Ephraim.; Land, Sandra Jane.
This study analyses adult learners' perceptions of functional adult literacy provision in six centres in Kampala city. Specifically, what is analysed is adult learners' perceptions of what motivates adults to enroll; their views on the appropriateness of the providers' strategies, approaches, methods and materials used; the venues, facilities, equipment, quantity and quality of facilitators; the extent to which the programmes address the adult learners' needs and the use of the knowledge and skills by those who complete the functional adult literacy programmes. Interviews, observation and focus group discussions were used to collect primary data from forty one adult learners from programmes of government, NGOs and the private sector in Kampala city. On the whole, findings indicate that the programmes are relevant, can improve learners' standards of living in urban areas and can help enable learners to live as useful citizens in their communities. A major de-motivator to participation was identified as shame associated with attending FAL classes. Some of the recommendations put forward are that: • Start up capital should be availed to the learners as literacy skills alone will not help them get out of poverty. • Facilitators should be well trained so as to be able to correctly use the strategies, approaches, participatory methods and adapt the rural based materials in a way that best facilitates learning. • Conditions of learning should be enhanced by improving the quality and quantity of facilities, equipment and facilitators. • The integrated functional adult literacy approach should be strengthened as it is preferred by both the learners and providing agencies.
African township high school boys' articulations of masculinity, sexuality and sexual risk in the age of HIV / AIDS.
(2012) Ngubane, Sibusiso Siphesihle.; Anderson, Bronwynne Mardia.
The aim of this study was to explore African high school boys' articulations of masculinity, the meanings they give to their sexuality and risky sexual behaviours in the age of HIV/AIDS. The study focused on finding out what explanations boys offer for engaging in risky and unsafe sexual practices. The study used qualitative research in the form of focus group discussions and individual interviews. Seven African high school boys aged 16 turning 17 were the source of data. The findings show that some boys engage in unprotected sex, while others indicated that unprotected sex is risky. This study argues that the risky sexual behaviours that boys engage in are closely related to their constructions of masculinity. It also found that the meanings boys give to their sexuality are also influenced by external factors whereby they imitate what their peers do in order to gain acknowledgement from them and the society. Alcohol is a key factor promoting unsafe sexual practices, while social networks, such as Facebook and Mixit, are used by boys to share sex videos and pictures, thus exposing them to too much sex. With regards to implications, this study shows that the notion of being a real man is something that most boys want to achieve. Being a real man is tantamount to being courageous enough to engage in risky practices.
An evaluative study of the motivation of adult basic education and training (ABET) in industry.
(2000) Hoosen, Fatema.; Wallis, John.
My venture into the field of ABET (Adult Basic Education and Training) began in 1994 as a community based tutor and coordinator of ABET programs. In the past six years, setting up and co-ordinating ABET programs together with individuals and organisations, has been my main endeavour. This experience has led me to the realisation that the key to successful literacy programmes is attendance and the motivation of learners. Since I have not had much experience working within industry, my impressions and picture of ABET classes conducted at the workplace have always been vague, so I chose this area of focus for two reasons. Firstly, this would widen my knowledge in workplace literacy programmes by reading widely on the topic, and secondly, it would afford me the opportunity to meet and find out attitudes from learners themselves. I would be able to find out and see personally what is actually taking place at the floor level in ABET classes in this sector. Since ABET classes are offered to learners at the workplace, I wanted to know about their aspirations and gain first hand knowledge of their motivation to attend, more so because of the current focus on the promotion of literacy in commerce and industry. Thus, this study aims to find out whether workers are motivated to attend ABET classes in the workplace. The place where I conducted my research is the Beacon Sweet and Chocolate factory in the Mobeni Industrial area of Durban, Kwa Zulu Natal.
An analysis of how teachers use childrens' prior knowledge in Standard 5 lessons.
(1995) Blyth, Ian John.;
Abstract not available.
Are teachers lifelong learners? : a case study of informal learning in a suburban high school.
(2011) Thaver, Kamandhree.; Bertram, Carol Anne.
Internationally, there is a growing body of research that focuses on teachers’ informal learning. However, there is very little research in South Africa on informal learning and most research focuses on formal professional development initiatives. The purpose of this study is to address the gap in South African literature on the contemporary educational phenomenon of informal teacher learning. The study aims to investigate how teachers learn informally at school. The key research questions, 1. What do the selected teachers understand by the concept teacher learning? 2. In what ways do teachers learn informally at school? 3. What kinds of knowledge do teachers learn informally at school? were used to frame the study. The body of literature surveyed for this study makes reference to the variety of ways teachers learn informally in school and the benefits derived from this alternative form of learning. In South Africa, studies undertaken by Abrahams (1997) and Graven (2004) seem to suggest that there is some kind of support for collaboration and communities of practice as models of teacher learning. This study was conducted with a group of five teachers, both novice and experienced at a suburban government girls’ high school in KwaZulu-Natal. The study used the exploratory, descriptive style of case study methodology where the case is teacher learning in a high school. It was designed to unfold in four different stages and a data collection instrument specific to each stage was used to generate the necessary data: Journals (Stage 1), Photographs (Stage 2), Photovoice (Stage 3). The data were analysed in three steps: (1) Identifying patterns and themes emerging from the interview transcripts and journal entries. (2) Content analysis to give a rich, textured description of all the details of the participants’ experiences and reflections through the narrative written about each participant. (3) A deeper analysis then followed linking data to literature by looking across narratives of the five participants for what was similar or different about what knowledges they learnt and in what ways they learnt these knowledges. Some of the key findings indicate that these participants are self-motivated and that each of them took the initiative in an individual capacity to engage in informal teacher learning to either enhance or develop their content knowledge, pedagogic knowledge, pedagogic content knowledge or contextual knowledge. They learnt these knowledges by engaging in either individual learning (planned or unplanned) or social learning (planned or unplanned) from or with colleagues.
Assessment in design programmes : an investigation into the approaches and values of assesors at the Durban University of Technology.
(2007) Kethro, Philippa.; Mlangeni, Mbali Charity.; Harrison, Janet Elizabeth.
This study explores assessor approaches and values in Design programmes at
An assessment of the impact of current language policy pertaining to adult basic education and training at Phindangene adult education centre (Lamontville).
(2002) Nkabinde, Cyril Thamsanqa.; Lyster, Elda Susan.
Public policy can take a wide range of forms, from broad statements of goals to more specific statements of intention (De Clercq 1997 cited in Kallaway et al 1997). Policy can be expressed in speeches, official statements, court decisions, laws and regulations, all of which embody the authority to define goals and priorities. Policy also provides a framework for taking action and lends legitimacy to implementation and evaluation purposes (Ray and Poonwansie 1987 cited in Ovando, 1999). The outcomes of a policy depend critically on the resources allocated to its support and the institutional arrangements mobilized in its implementation. Despite the introduction and implementation of the new Language in Education Policy (1997), policies and legislation enacted by the new government in South Africa to redress the imbalances of the past, especially in terms of promoting the marginalized African languages, and recognising language diversity and choice, the status and use of African languages in schools has not improved. The purpose of this study was to examine the impact of the current language policy on an adult centre that is Phindangene Adult Centre. This study sought to investigate learners and teachers attitudes towards the Language In Education Policy. It also aimed to demonstrate how language choices were made at Phindangene AEC, and whose interests they served. Different research instruments were used for data collection. A written questionnaire and semi-structured interviews were used to gather data from the respondents. Observation and official records were also used to supplement this. This study showed that there was a big difference between the language policy of the country and language practice at Phindangene AEC. In the light of the major findings the study recommends the following: • Student's primary language should be incorporated into the instructional program. • A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum development through seminars and workshops. • Much more effort should go into developing and providing learning materials and textbooks that are more appropriate to adult learners. • School governing bodies need to familiarize themselves with the new Language in Education Policy. • It is the responsibility of the Department of Education to make sure that each adult centre gets a copy of the language policy.
The beliefs of preservice teachers about mathematics teaching and learning.
(1999) Hobden, Sally Diane.; Boughey, John.; Searle, Ruth Lesley.
Preservice teachers have had a twelve year "apprenticeship of observation" in the practice of teaching and as a consequence have internalised a set of beliefs about Mathematics teaching and learning. These beliefs are usually implicit but nevertheless influence the teaching practice of the preservice teachers to the extent that they "teach as they were taught." A preservice Mathematics Education course, falling as it does between the prospective teachers' experiences as scholars, and their future teaching experience provides an ideal opportunity for preservice teachers to review their personal beliefs prior to carrying them over to teaching practice. In order to facilitate this review, a series of activities was designed as part of a Mathematics Education course for preservice secondary phase Mathematics teachers. These activities provided opportunities for student teachers to examine their beliefs, to discuss and write about these beliefs, to read about the beliefs of others, and finally to decide whether they wished to retain or modify their personal beliefs. Data on the personal theories of the preservice teachers was obtained from the written responses to various critical incidents, from metaphors for the teaching and learning of Mathematics drawn and described by the preservice teachers, and from interviews with selected participants. These theories were classified into qualitatively different categories. After completing several developmental activities and a five week period of classroom teaching, the preservice teachers were invited to reconsider their personal theories and amend their metaphors. This provided evidence of reflection and development in their thinking. It is contended that the personal theories of preservice teachers are not only reflected in their classroom practice but also function as barriers to impede acceptance of novel ideas and innovations. The findings of this study contribute to the understanding of the thinking of preservice teachers and inform the development of a curriculum for the Mathematics Education component of a Professional Studies course.
Beyond learning to read : an evaluation of a short reading intervention in the Ilembe District of KwaZulu-Natal.
(2007) Mackie, June Margaret.; Lyster, Elda Susan.
Beyond the call of duty : a case study of five teacher leaders in a deep rural independent high school in KwaZulu-Natal.
(2011) Ndlamlenze, Lindiwe Cynthia Nokusa.; Jugmohan, Pete.
Nowadays, teaching is increasingly becoming a complex task which demands the highest degree of professional practice. Teachers are viewed as agents of change in today’s society and without them; the future of the country is stillborn (Harris and Muijs, 2005). However, a number of strike actions by teachers that have been reported in the media, have caused the attractiveness of teaching as a profession to fade and this is causing the public and important stakeholders to doubt the status of teaching as a profession. Teachers have been considered as political activists and union leaders and this has overshadowed them as professionals and as such has undermined their agency role as leaders. Furthermore, this is causing the teaching profession to lose its status as a calling and a prestigious profession in which they commit themselves to the teaching of learners. Teachers are now viewed as workers who are more focused on their rights, better working conditions and salaries and this they pursue sometimes at the expense of learners. It is therefore a challenge to the teacher unions to change their focus and help teachers to fulfil their primary responsibility which is teaching and learning in order to restore the professional status of teaching. Furthermore, the traditional top-down approach leadership style that exists in most schools makes it even more challenging for teachers to exercise their leadership roles in schools in order to lead them into becoming professional places of work. However, amidst all the despair and loss of hope, Harris and Muijs (2002, p.11) call for the ‘new order’ of leadership which is premised upon the view of “leadership that is distributed and empowers those closest to the classroom to undertake leadership tasks and actions”. Aspects of interpretivist educational research inform my study because it does not seek to get the 'truth' but tries to understand people’s views and experiences in their own natural settings (Cohen, Manion & Morrison, 2006). I have used this paradigm because I work from the premise that people define their actions by providing different interpretations of the situations they find themselves in. I agree with Maree (2007) who asserts that qualitative research approaches are only concerned with understanding the process and the social and cultural context which underlies various behavioural patterns and is mostly concerned with exploring the ‘why’ questions of research. Furthermore, Cohen et al (2006) also advocate that qualitative research typically studies people or systems by interacting with and observing the participants in their natural environments and focusing on their meanings and interpretations. The emphasis is on the quality and depth of information and not on the scope or breadth of the information provided as in quantitative research. Case study methodology was used to frame the investigation of the research questions. The study took place in a rural independent high school in KwaZulu-Natal. Qualitative data was collected from the five primary participants, through the use of individual interviews, focus group interviews as well as observations. Data was analysed using thematic content analysis and discourse analysis. The findings revealed that teachers understand professionalism as formal qualifications, and that skills and expertise in education are necessary to qualify as a professional. Furthermore, a long period of time is necessary in order to acquire the necessary skills and knowledge expected. When it comes to leadership, it was clear that teachers still associate leadership with a position and formal appointment by a legitimate body in order to be accepted as a leader is necessary. Barriers to teacher leadership and professionalism that were identified were: impact of teacher unions, incentives for role acceptance and school culture. Factors that can enhance teacher professionalism are: collaboration, leadership opportunity given to teachers and a shared understanding between the School Management Team and teachers.
The 'birth' and growth of good school governance practice : evidence from selected primary schools in Pinetown district.
(2012) Mfeka, Nombuso Favourite.; Chikoko, Vitallis.
This study sought to investigate how good school governance practice in South Africa can be created and sustained. The government introduced the South African Schools Act 84 of 1996 (SASA) which gives School Governing Bodies (SGBs) considerable responsibilities with regard to school governance. Among those duties there are four mandated areas of school governance namely; School Policy, School Development, School Administration and School Finance. However, a number of examples can be cited from literature that support the view that many SGBs are not achieving the intended goals and that there have been challenges and questions about their efficacy. There appears to be a dearth of studies revealing good school governance practice despite that it seems that such practices do exist. Despite the abovementioned challenges that highlight the ineffectiveness of many SGBs, from my personal experience and from my informal observations of some schools in the Pinetown District I have ascertained that there are schools that are effectively governed. In those schools the SGBs work as partners with other role players and govern school collaboratively with continuous ongoing communication. It was such good practice that triggered my interest in investigating this topic further. It would appear that there is inadequate knowledge regarding how such good governance comes about, and how it is sustained. Therefore, this study sought to contribute to filling this void. This study adopted a qualitative approach, and is located within the interpretivist paradigm. I adopted a multi-site case study research design. The study was conducted using individual interviews, focus group interviews and observations. The findings suggest that all school stakeholders play a significant role in all areas of school governance as they are required to provide mutual support, share power and work jointly for good school governance practice, because in this democratic era it is important that all school stakeholders work as partners. The study recommends that the SGBs should encourage and empower all school stakeholders to actively participate in school matters in order to develop, monitor and adjust to long term school effectiveness.
A case of informal teacher learning in a secondary school.
(2011) Prammoney, Sharmaine.; Bertram, Carol Anne.
The purpose of this study was to explore how teacher learning happened informally at the workplace. Another aim was to describe the ways in which informal learning contributes to teacher development. The study also endeavoured to establish if the school supported or hindered informal learning. The method of case study was used to understand how both novice and experienced teachers learn informally in a secondary school. The study examined five teachers’ informal learning experiences in the school by drawing on accounts of the individual teachers’ perceptions and reflections documented in journals, photographs and interviews. The journal entries were used to write narratives which outlined how teachers learnt informally in the workplace. Teachers were asked to take photographs of the places in which they learnt informally. The interviews awarded teachers the opportunity to talk about the photographs they chose to capture. The study found that teachers engage in various forms of informal learning opportunities at school. These opportunities were both planned and unplanned. The research indicated that informal learning is situated. Some of the learning opportunities included being part of a learning community, learning by interacting with colleagues in informal chats and attending meetings. In these instances it was found that teachers learnt with and from others, which is socially. This illustrates collaborative learning in the school. Teachers also engaged in individual learning. It was discovered that the school must provide opportunities for teachers to engage in informal learning. The study considered the various opportunities that existed in the school for teachers to develop and found that such opportunities contributed towards extending teacher knowledge and development. The study found that teachers in the study were willing to take the initiative to seek the learning they thought they required. The study recommends that informal learning be recognised as an authentic form of teacher learning and development in schools. Further, schools must become sites of learning for teachers by creating, encouraging and sustaining learning opportunities.
A case study : the role of school management teams in curriculum management.
(2009) Shoba, Makhosazana Edith.; Karlsson, Jennifer Anne.
This study investigates the role of the School Management Team in curriculum
A case study of instructional leadership practices of four school principals in the Pinetown District.
(2015) Prakash, Paresh.; Mthiyane, Siphiwe Eric.
The purpose of this study was to gain a greater understanding of the instructional leadership practices of school principals in the four researched schools. The study explored what school principals actually do to support and enhance effective teaching and learning in schools. It also elicited the school principals’ views on the barriers they faced as they support instructional leadership practices in schools. The study further investigated how school principals navigated the barriers they experienced as they support instructional leadership practices in schools. This study used the qualitative research approach which was located in the interpretive paradigm. Furthermore, a case study design was used and it allowed for an in-depth understanding of the phenomenon being studied. Four school principals in the Pinetown District were purposively sampled on the basis of learners’ academic performance, demographics and socio-economic contexts. In addition, data was generated through semi-structured interviews and documents review. National and international scholastic literature was interrogated in order to shed light on the research topic. The study was underpinned by two theoretical frameworks, namely Weber’s (1987) instructional leadership model and Spillane’s (2006) distributed leadership theory. The analysis of the generated and presented data led to the findings that the school principals conceptualised their roles to be very significant in managing / supporting teaching and learning. However, this did not necessarily translate into improved learner achievement outcomes or school improvement. The findings were utilised as the basis for making conclusions. A significant conclusion that was gleaned from this study was that organisational management practices were as important as instructional leadership practices in order to enhance school improvement and maximise learning outcomes. Furthermore, it emerged that principals displayed high levels of distributed instructional leadership practices in their schools. It was also concluded in the study that school principals faced significant barriers from various stakeholders in their attempts to support effective teaching and learning in schools. Recommendations, informed by the conclusions, were also presented to suggest how each theoretical conclusion can be translated into workable practice in order to support effective teaching and learning in schools. Finally, the implications of the study were proffered.

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Browsing Masters Degrees (Education, Development, Leadership and Management) by Title