Abstract
M.Ed.
The school effectiveness studies that began appearing in the 1970's have
suggested that leadership in schools with improving learner achievement differed
from leadership in schools with declining learner achievement. The difference
was mainly due to the fact that principals of schools that were improving were
seen to be instructional leaders who are focused on the implementation of
effective instructional programmes (Sybouts and Wendel, 1994: 19). The research
by Hallinger and Heck that was conducted in 1996, supports the above argument.
In their research they assessed forty studies of the principals' instructional role.
Their report illuminated that three quarters of their studies conceptualised the role
of the principal in effective schools as the instructional leader.
When emphasizing the relationship between instructional leadership and learner
achievement, Hopkins (2001:16) mentions that the domain of instructional
leadership is the focus on student learning and achievement. Gary (1993:37) also
supports the suggestion that there is a relationship between the leadership of the
school and learner achievement. He contends that learning should be placed at the
heart of school leadership. In order for principals to achieve excellence in learner
achievement it is essential to exercise effective instructional leadership which is
the path to good learning and teaching (National Department of Education,
2001:1).
The above concepts of instructional leadership suggest that principals are
shouldered with the responsibility of propelling the teaching and learning
activities in the right direction. Nanus (1996:5) succinctly states that the principal
should constantly improve every aspect of management and governance and he/
she should always strive for excellence.
Prof. B.R Grobler