The district leadership role in supporting teaching and learning in South African schools: evidence from two districts in Gauteng province.

Abstract

This study examined the leadership role of district officials in supporting teaching and learning in schools. It explores the views of district officials in two purposively selected district offices in one province of South Africa. Studies on educational leadership have generally shown the relationship between leadership and learner outcomes. They have focused more on leadership within the school and less on that of the District Office. Because district offices lead from the middle, they are well placed to ensure that all schools improve teaching and learning. This gap in the literature on the leadership experiences of district officials has motivated this study. This collective case study was couched within the constructivist research paradigm. It involved indepth face-to-face individual interviews with eight officials comprising two district directors, four curriculum leaders, and two circuit managers. Supplementary data sources included document reviews and observation and accountability meetings with principals. Framed by Open Systems, Public Education Leadership Coherence Framework and Adaptive Leadership theories, the findings of this study revealed that districts were clear about their philosophy with which they communicated to all stakeholders. They shared responsibility and accountability for learner performance with schools. In the process, the District Director and the school principals were put at the centre as enablers. It emerged that data-informed accountability and support meetings were regularly held with schools and communities to garner support for improved teaching and learning. They facilitated professional development and learning opportunities for principals, deputy principals, departmental heads and teachers. Among the key lessons from this study is that it is essential for the district office to have a shared philosophy regarding how teaching and learning should be enhanced. However, philosophy alone is not enough. Thus meaningful strategies need to be developed drawing from that philosophy. Inclusivity in developing and implementing strategies have emerged as important. Furthermore, the study revealed that an important strategy involves operationalising multi-level structures and systems that inform and are in turn informed by various functions and practices that would harness the district-wide context. Also, it is important for district officials to be responsive to different school contexts and also help to identify partners that bolster their efforts. Thus, this study suggests that the ‘we are in it together’ philosophy between the district and the school was the backbone of the two districts’ success.