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Practices of primary school principals as instructional leaders : implications for learner achievement
Dissertation (MEd)--University of Pretoria, 2011.
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University of Pretoria
2013
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| _version_ | 1867613550339424257 |
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| access_status_str | Open Access |
| author2 | Amsterdam, Christina E.N. |
| author_browse | Amsterdam, Christina E.N. |
| author_facet | Amsterdam, Christina E.N. |
| collection | Thesis |
| dc_rights_str_mv | © 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2011. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/27248 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:37:55.807Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/27248 Practices of primary school principals as instructional leaders : implications for learner achievement Amsterdam, Christina E.N. Mohlakwana, Mokgadi Agnes Ursula sugars.sekhu@gmail.com Sekhu, Madikobe Stephina Instructional leadership Learner achievement Principal Principal's role Resource provider Instructional resource Communicator Visible presence Teaching and learning UCTD Dissertation (MEd)--University of Pretoria, 2011. Effective principal's instructional leadership yields high achieving schools (Dhlamini, 2008:105; Hallinger and Heck, 1998; Hargreaves, 1994; Hopkins, 2001; Effective principal’s instructional leadership yields high achieving schools Khuzwayo, 2005; Kruger, 1999; Mbatha, 2004; Mthombeni, 2004). Annual National Assessment (ANA) (DoE, 2009) and Systemic Evaluation (SE) in 2001 and 2007 (DoE, 2008) revealed that South African learners are not able to read and write, and that their numeracy skills are not well developed. The performance is also evident in the Grade 12 performance which has not shown great improvement over the years. In an effort to address the poor performance as experienced in schools, the department of education introduced Resolution 1 of 2008 (DoE, 2008) which requires principals to provide professional leadership which is based on curriculum management; and to take accountability for the quality of learning that takes place within the school. The poor learner achievement in schools triggered the question about the quality of education provided in the primary schools and the instructional leadership provided by primary school principals as it is a foundation to the schooling system. A qualitative approach was used to explore the practices of primary school principals as instructional leaders and the implications for learner achievement. Six primary schools in the Tshwane West district in Gauteng province were sampled for the research. The research revealed the following distinguishing factors by those schools that performed extremely well in the Annual National Assessment (ANA) (DoE, 2009) and Systemic Evaluation (SE) in 2001 and 2007 (DoE, 2008): <ul> <li> The principal has to establish good relations amongst and between educators and learners and also foster two-way communication.</li> <li> The principal should make sure that academic results are analysed and interventions strategies are followed to improve learner achievement.</li> <li> Educators should be encouraged by the principal to perform a self-reflection of their teaching performance. The principal has to provide support for underperforming educators and encourage them to develop themselves professionally.</li> <li> The principal needs to conduct class visits.</li> <li> The principal should ensure that teaching and learning time is protected and that educators and learners attend classes punctually.</li> <li> The principal needs to keep abreast of the curriculum and instruction changes and provide the necessary support and guidance.</li> <li> The principal has to ensure that instruction is given priority and is central to the school’s activities.</li></ul> The above-mentioned factors proved to be essential in the instructional leadership of the primary school principal in ensuring improved learner achievement in schools. Copyright Education Management and Policy Studies unrestricted 2013-09-07T11:00:45Z 2012-08-29 2013-09-07T11:00:45Z 2012-04-18 2011 2012-08-13 Dissertation Sekhu, MS 2011, Practices of primary school principals as instructional leaders : implications for learner achievement, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/27248 > F12/4/267/gm http://hdl.handle.net/2263/27248 http://upetd.up.ac.za/thesis/available/etd-08132012-160035/ © 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Instructional leadership Learner achievement Principal Principal's role Resource provider Instructional resource Communicator Visible presence Teaching and learning UCTD Practices of primary school principals as instructional leaders : implications for learner achievement |
| title | Practices of primary school principals as instructional leaders : implications for learner achievement |
| title_full | Practices of primary school principals as instructional leaders : implications for learner achievement |
| title_fullStr | Practices of primary school principals as instructional leaders : implications for learner achievement |
| title_full_unstemmed | Practices of primary school principals as instructional leaders : implications for learner achievement |
| title_short | Practices of primary school principals as instructional leaders : implications for learner achievement |
| title_sort | practices of primary school principals as instructional leaders implications for learner achievement |
| topic | Instructional leadership Learner achievement Principal Principal's role Resource provider Instructional resource Communicator Visible presence Teaching and learning UCTD |
| url | http://hdl.handle.net/2263/27248 http://upetd.up.ac.za/thesis/available/etd-08132012-160035/ |