Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools
Dissertation (MEd)--University of Pretoria, 2014.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2014
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613462707830784 |
|---|---|
| access_status_str | Open Access |
| author2 | Nieuwenhuis, F.J. |
| author_browse | Nieuwenhuis, F.J. |
| author_facet | Nieuwenhuis, F.J. |
| collection | Thesis |
| dc_rights_str_mv | © 2013 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, 2014. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/40443 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:32.122Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| 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:2263/40443 Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools Nieuwenhuis, F.J. bodiba@webmail.co.za Kgatla, Matome Edward Principals’ perceptions Primary schools Instructional leadership Instructional programme Learner performance School climate School’ mission Staff development UCTD Dissertation (MEd)--University of Pretoria, 2014. The aim of this research was to explore the principals’ perceptions of their instructional leadership role in the improvement of literacy and numeracy in the Foundation Phase. This study was guided by a desire to find out and understand what principals perceive as their instructional leadership role in the improvement of literacy and numeracy. Although instructional leadership has been studied intensively, these studies have not explicitly considered principals’ perceptions of this concept. Most of the research has tended to explain this phenomenon from other stakeholders’ point of view. There has been very little research that has sought to understand how and in what ways principals view their instructional leadership role. As a domain of school leadership, instructional leadership is viewed by many as the primary role of principals which is meant to ensure effective and efficient teaching and learning. The deteriorating level of learner performance in both national and international tests has prompted the South African ministry of education to redirect efforts and seriously consider the importance of basic numeracy and literacy skills. The Department of Basic Education introduced programmes, namely the Foundations For Learning Campaign, the Annual National Assessment and Action Plan to 2014 to address the problems of learners’ inability to read, make basic calculations and write. This study is, thus, premised on the assumption that literacy and numeracy are prerequisites for learners’ future learning. To best understand instructional leadership, six primary school principals were purposefully sampled according to their schools’ performance in the 2012 Annual National Assessment results. They were sampled as “good”, “average”, and “poor” performing schools. All these participants shared the same socio-economic background and were situated in the deep rural villages of Limpopo Province. Semi-structured interviews were used as a data collecting technique for the study. gm2014 Education Management and Policy Studies unrestricted 2014-06-27T07:40:40Z 2014-06-27T07:40:40Z 2014-04-14 2014 Dissertation Kgatla, ME 2013, Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/40443> E14/4/221/gm http://hdl.handle.net/2263/40443 en © 2013 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 | Principals’ perceptions Primary schools Instructional leadership Instructional programme Learner performance School climate School’ mission Staff development UCTD Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools |
| title | Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools |
| title_full | Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools |
| title_fullStr | Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools |
| title_full_unstemmed | Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools |
| title_short | Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools |
| title_sort | principals perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools |
| topic | Principals’ perceptions Primary schools Instructional leadership Instructional programme Learner performance School climate School’ mission Staff development UCTD |
| url | http://hdl.handle.net/2263/40443 |