Abstract
This study explored the role of the deputy principal as an instructional leader in secondary schools from a South African perspective. This qualitative study used a phenomenological approach and the interpretivist-constructivist paradigm. Furthermore, purposive sampling methods were used since the researcher needed experienced deputy principals. The data was collected through semi-structured interviews and document analysis. Participants consisted of the deputy principals of four secondary schools in the Johannesburg West area.
This study found that deputy principals lack instructional leadership knowledge, impacting their role. However, most of their schools perform well academically based on their traditional roles in secondary schools.
This study showed that influential instructional leaders enhance the teaching and learning in an organisation. It is recommended that in order to achieve effective instructional leadership, deputy principals need to concentrate on improving their instructional leadership knowledge.
Keywords: Instructional leadership; Deputy principal; Teaching; Secondary schools; Interpretivist-constructivist paradigm