Abstract
This paper reports on a study into instructional leadership strategies that are implemented at two disadvantaged underperforming schools located in the Cape Western Cape Province in South Africa. The study explored the specific approaches and practices that were implemented to address ongoing challenges that influenced student outcomes. Despite the schools’ location in areas not classified as low socio-economic, learners that attend the schools do come from low socio-economic communities adding complexity to the school environment. Qualitative, case study research design was adopted. Purposive sampling of two disadvantaged underperforming schools was done. The findings highlight the role of instructional leadership to foster and create a positive learning environment that serves to be conducive to teaching and learning. Common strategies identified include establishing clear academic goals with all role players and promoting teachers’ professional development. Fostering a positive school culture and using data-driven decision-making.
Key words:
Instructional leadership, disadvantaged underperforming schools