According to Maree (2011), the ultimate goal for researchers when interpreting data is to make findings and draw conclusions. Maree (2011) further avers that each conclusion should be based on verified findings from the data, in relation to what is already known, in order to reveal new insights or corroborate existing knowledge. Conclusions thus serve as a final comment or judgement about a specific study. Maree (2011), however, argues that conclusions cannot be generalised to the larger population but is specifically confined to the study participants in their own context. This is termed a “bounded conclusion” (Maree, 2011, p.113). As its key research aim, this study sought to explore the instructional leadership practices of school principals. It also sought to elicit the school principals’ views on the barriers they experience as well as to investigate how they navigate those barriers as they support and enhance instructional leadership practices in their schools. The main research question for this study was: How do school principals enact and enhance their instructional leadership practices as they support teaching and learning in their schools?
A significant conclusion that was gleaned from this study’s findings was that school principals conceptualised their roles to be very significant in managing / supporting teaching and learning in their schools. In fact, the principals placed instruction and learning at the core of the school and they were at the forefront of curriculum delivery. Further, the participants modelled professional behaviour and one principal was involved in classroom teaching. Moreover, the schools espoused a broader vision of improving the quality of teaching and learning for all. One visionary participant went even further by offering technical and trade subjects, thereby improving the chances of learners finding employment once they leave school. This is in line with the socio-economic milestones of the National Development Plan (NDP). Crucially, the principals realised the importance of creating an appropriate positive school environment. This was achieved through using the collegial leadership style and an invitational approach. There was also an emphasis on school safety and orderliness, and efforts were made to minimise interruptions to the curriculum.
The other major finding that emerged from the study was that organisational management practices came to prominence. All four participating principals displayed high levels of organisational management skills by utilising organisational structures such as the organogram
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and doing SWOT analysis. Furthermore, Learning and Teaching Support Materials (LTSM) were provided to enhance the quality of teaching and learning, and resources such as hi-tech equipment provided learners with much needed trade skills. In addition, the principals’
recruitment of competent and suitably qualified teachers even in scarce subject areas such as Mechanical Technology showed that effective teaching and learning was taking place at these schools. However, the principals were constrained regarding the hiring and firing of teachers as it was not the prerogative of the SMT, but fell under the domain of the SGB and the Department of Basic Education (DoBE).
Another finding that emerged was that the principals displayed high levels of distributed instructional leadership practices in their schools. The principals also illuminated the strategies that were used to implement distributed instructional leadership practices. Initially, tasks were delegated to individuals and they were subsequently supported and monitored in their efforts.
Moreover, the principals were always held accountable. Crucially, distributed instructional leadership had many positive benefits as it empowered staff with new skills and expertise, developed trust and camaraderie, and reduced the workload of principals. Ultimately, distributed instructional leadership could be viewed as a professional development practice.
Evidence from this study also showed that all four principals fostered high levels of professional dialogue and communication in their schools. Different strategies were used to communicate with various stakeholders such as formal hierarchical structures that used an organogram.
Interestingly, the principals also utilised informal communication strategies such as chatting to teachers outside in the corridors. Further, professional discourse regarding issues of teaching and learning also featured quite prominently. Conversely, the study showed that principals and teachers did not utilise the concept of teacher reflection in order to enhance professional practice.
According to the data presented, it emerged that the principals effectively monitored teaching and learning. They focused on monitoring the curriculum, teachers’ practices and learners’
academic performance. This took the form of classroom visits, and the monitoring of learners’
books and teachers’ programmes. Thus, the principals took a hands-on approach whereby they followed-up with managers for feedback. The study also showed that the principals used Management by Walking Around (MBWA) to enhance the monitoring process. The reason for
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performing such tasks was that it was a means to monitor the quality of teaching and learning in their schools.
The findings in the study further suggested that the principals actively promoted teacher professional development in their schools. Firstly, the Integrated Quality Management Systems (IQMS) of appraisal and evaluation enabled principals to draw up a needs analysis to prioritise areas of staff development. Secondly, the Department of Basic Education (DoBE) workshops informed teachers of the latest curriculum trends and they subsequently cascaded the information to the rest of the staff. Thirdly, novice teachers were mentored in order to improve their knowledge, skills and practice. Thus, teacher professional development served as an impetus for the betterment of teaching and learning.
Research findings indicated that the participating principals did not fully understand the concept of a Professional Learning Community. Various incorrect definitions of Professional Learning Communities were proffered; such as collegiality, a turnaround strategy and dispersed leadership. However, one participant had a fairly good understanding of the concept but failed to mention the analysis of learner assessment data in order to improve learning outcomes. This is a telling aspect and showed that the participants did not fully harness the power of Professional Learning Communities in order to augment teaching and learning in their schools.
Another significant conclusion that was gleaned from this study’s findings was the use of rewards and recognition as a strategy to enhance instructional leadership practices. Learners were given incentives such as academic badges and recognition at the Awards Day functions;
whilst teachers were praised and encouraged for their professionalism. This showed that the principals realised that the schools human resources were its most important commodity.
While there were these positive conclusions, however the findings indicated that there were significant barriers that made it difficult for school principals to discharge their instructional leadership practices. Firstly, learners’ attitude towards schooling left a lot to be desired. In addition, contextual factors such as high levels of poverty and the lack of proper clothing and nutritious foods also affected the learners’ academic performance. However, language emerged as one of the biggest barriers as most IsiZulu speaking learners had difficulty learning in English.
Further, there was the problem of parental non-involvement in their children’s education. This 113
showed that a culture of learning did not exist at home. Thirdly, newly qualified teachers from long-distance Higher Education Institutions were not of the requisite standard as many of them did not major in teaching subjects and thus lacked the content knowledge to effectively deliver the lesson. Fourthly, findings suggested that teacher unions posed serious barriers to teaching and learning as their labour actions cut across curriculum time. Lastly, one of the most notable observations from the findings was the barriers posed by the Department of Basic Education (DoBE). This specifically referred to problems regarding the shortage of specialist subject advisors and the bureaucratic nature of appointing teaching staff.