Abstract
This qualitative research study investigates the pivotal role of school leaders in enhancing teacher performance and learner achievement in public secondary schools, particularly through curriculum implementation and performance in the National Senior Certificate (NSC) examinations. The study underscores the undeniable impact of principals’ leadership skills and the School Management Team (SMT) on a school’s ability to establish effective structures and systems. Principals, acting as both leaders and managers, are crucial in overseeing school assets, finances, and human resources, while also guiding the school’s vision through mentorship and support. This dual role, mandated by the Personnel Administrative Measures (PAM), is essential for creating a regulated environment conducive to teaching and learning. This study demonstrated the correlation between the role of school leadership and its impact or influence on improved teacher performance and learner outcomes. Therefore, this study was executed in township and former Model C schools.
The participants in this study consisted of post level teachers, departmental heads and principals from six purposefully selected public secondary schools in the province of Gauteng, South Africa. The participants were interviewed using a set of structured interview questions, on a one on one, face-to face interview process. In addition to this, thirty-two participants consisting of teachers, departmental heads and principals, from the six sampled schools were also included in this research study. The participant responses were recorded and transcribed, thereafter analysed through a thematic content analysis within the multiple case study research methodology. The research yielded ten themes, namely: influence of school leaders on the practices of educators; enhancing the work performance of educators; school leaders advancing education in public secondary schools; the process of managing schools effectively and efficiently; the factors contributing to underperforming schools; school leadership and the NSC examinations; functioning of the SGB; transformational and instructional leadership practices; educational legislation and curriculum implementation and school leaders implementing policy.
The findings of this study reveal that school leaders have a significant impact on teacher performance and learner achievement. The principal alongside the SMT
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advance teacher performance and learner achievement through various managerial procedures, some of which include ongoing supervision, moderation and an analysis of learner results. It was further discovered that the reasons for school underperformance emanate from the lack of leadership and management skills displayed by principals and the school management team. This was mainly due to inadequate training and the inability to perform both leadership and managerial duties. Other identified causes for school underperformance is the non-implementation of school legislation and related policies, the progression of learners, reduced integration of transformational and instructional leadership practices, lack of focused development programmes, the quintile ranking system, and schools located in dysfunctional societies.
The study makes the following recommendations: to examine the leadership and managerial practices in schools in relation to school systems and curriculum implementation. The initiation of support and developmental programmes that are focused and specific to the skills needed by educational personnel. The involvement of all stakeholders in the process of school functionality, and the increased supervision of funding subsidies provided by the GDE and external sponsors.
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KEY WORDS
Instructional leadership; Model C schools; Performing Schools; School leadership and management; Teacher Performance; Transformational leadership; Quality schools; Underperforming Schools