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Principals' instructional leadership perspectives on teacher professional development in township schools
Dissertation (MEd (Education Management Law and Policy))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613451981946880 |
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| access_status_str | Open Access |
| author2 | Marishane, R.N. (Nylon) |
| author_browse | Marishane, R.N. (Nylon) |
| author_facet | Marishane, R.N. (Nylon) |
| collection | Thesis |
| dc_rights_str_mv | © 2022 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 (Education Management Law and Policy))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/84305 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:21.928Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/84305 Principals' instructional leadership perspectives on teacher professional development in township schools Marishane, R.N. (Nylon) lebothawakgobe@gmail.com Kgobe, Lebotha Isaac UCTD instructional leadership learner achievement professional teacher development quality teaching and learning management Dissertation (MEd (Education Management Law and Policy))--University of Pretoria, 2021. Although several studies have examined the instructional leadership role of principals in schools, there is a considerable lack of literature on how secondary school principals can sustain continuous professional teacher development in schools. This gap throws a spotlight on the instructional leadership role of principals in professional teacher development, specifically in township schools. The instructional leadership role of school principals is crucial to sustaining continuous professional teacher development. The sustainment of professional teacher development enhances successful learner achievement in schools. The study aims to examine the instructional leadership role of principals in professional teacher development in township schools. Qualitative research was used, and data were collected through a case study design. A sample of 20 participants from public secondary township schools in the Tshwane South district was collected using purposive sampling. Data were collected using individual interviews. The conceptual framework for this study is underpinned by a model of Zepeda (2014), which defines the type of work needed to connect school principals who seek to promote quality teaching and learning. Data were then grouped into themes using thematic analysis in line with the research questions. The study has found that the involvement of secondary school principals in sustaining continuous professional teacher development in township schools is limited. This limitation affects performance and contributes to lower learner achievement in these schools. The study findings revealed that although township school principals practice as instructional leaders, encouragement, and support of teachers' involvement in professional development are limited. Therefore, the study suggests that school principals in township schools prioritise support and encouragement of teachers to participate in organised, professional development opportunities continuously. The endeavour will greatly benefit instructional leadership and management in South Africa's changing education context. The study recommends that principals promote, develop, organise, produce, and maintain a high level of teacher participation in professional development programmes. This recommendation is critical for the school management to improve the quality of teaching and learning in this context. Education Management and Policy Studies MEd (Education Management Law and Policy) Unrestricted 2022-03-02T14:29:12Z 2022-03-02T14:29:12Z 2022 2021 Dissertation * A2022 http://hdl.handle.net/2263/84305 en © 2022 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 | UCTD instructional leadership learner achievement professional teacher development quality teaching and learning management Principals' instructional leadership perspectives on teacher professional development in township schools |
| title | Principals' instructional leadership perspectives on teacher professional development in township schools |
| title_full | Principals' instructional leadership perspectives on teacher professional development in township schools |
| title_fullStr | Principals' instructional leadership perspectives on teacher professional development in township schools |
| title_full_unstemmed | Principals' instructional leadership perspectives on teacher professional development in township schools |
| title_short | Principals' instructional leadership perspectives on teacher professional development in township schools |
| title_sort | principals instructional leadership perspectives on teacher professional development in township schools |
| topic | UCTD instructional leadership learner achievement professional teacher development quality teaching and learning management |
| url | http://hdl.handle.net/2263/84305 |