Abstract
Instructional leadership is pivotal in mediating the success of technology-driven professional development (TPD) in resource-constrained public schools. This study sought to investigate the influence of instructional leadership practices on the implementation and effectiveness of TPD initiatives in South African public schools. The study used a qualitative methodology, employing a phenomenological research design. Data was collected using semi-structured interviews and classroom observations. Nine participants, comprising principals, departmental heads and teachers from three schools in the Mogalakwena District, participated in the study. Thematic analysis was used to analyse the data. The findings of the study suggest that effective instructional leadership, characterised by articulating a digital vision, modelling technology use and providing continuous support, is a critical catalyst for teacher engagement and the integration of technology into classroom practice. However, leaders and teachers have to deal with challenges such as a lack of resources, poor infrastructure and limited teacher readiness. The study found that leadership-guided TPD leads to perceived benefits, including enhanced teacher confidence, improved pedagogical practices and increased learner engagement. The findings of the study indicate that systemic barriers, such as inadequate infrastructure and weak policy implementation, significantly constrain the transformative potential of TPD initiatives. It is recommended that researchers conduct longitudinal studies that assess the long-term sustainability of TPD and its impact on learner achievement data. To strengthen the evidence base, researchers should conduct longitudinal studies that examine the long-term sustainability of TPD and its influence on learner achievement. Additionally, school leaders should model effective use of digital tools, establish peer-coaching structures, and offer ongoing, individualised support to ensure that professional development meaningfully translates into improved classroom practice.