Abstract
M.Phil.
This study explores the work life and experiences of school principals and their role in the teacher performance. The South African educational system has a dismal grading on global comparisons as well as local assessments. Teacher effectiveness seems to play a pivotal role and teacher performance is under scrutiny. It is not clear what leads to teacher underperformance, or what needs to be done to remedy the problem.
An interpretive qualitative enquiry was done on the role of the principal in quality education. A purposive sample of 9 principals and 2 cluster leaders were selected. Semi-structured interviews were done in the school environment setting. The collected data was transcribed and analysed by means of thematic qualitative analysis. Field notes were used throughout the study to assist in the process of identifying the interviewer‟s own experiences, biases and assumptions.
The findings lead to two conditional matrices. These matrices indicate (i) contributions to teacher underperformance; and (ii) solutions to teacher underperformance. Contributions to underperformance were identified as: poor teacher performance, unprofessional teacher conduct, problematic learners‟ profile, problematic teachers‟ profile, corporal punishment, negative effect of performance and lack of assessment. Solutions to remedy the underperformance of teachers are stipulated as: implementation of performance management, a presence of the principal, different forms of intervention and characteristics of an ideal principal.
This study contributes to our understanding of the daily challenges principals face and proposed solutions. Future research should explore the feasibility of instituting a formal system to address underperformance of teachers.