Numerous scholars argue that leaders' direct involvement in teaching and learning activities contributes greatly to student success. This study therefore sought to identify strategies that SMTs use to monitor teaching and learning.
Introduction
In addition, SMTs should be given reduced workloads in terms of the Educators Employment Act (EEA) (1998) to enable them to carry out administrative tasks. The aim of the study is to investigate the leadership practices of SMTs (principals and HODs) as a product of interaction between themselves, entry-level teachers and school contexts in monitoring classroom activities.
Background to the study
This practice was particularly observed in small rural schools where the principal and the HODs often wear more than one cap. Principals sometimes perform both roles of principal and deputy, while the HODs, in addition to their role, also perform clerical duties as small rural schools are rarely assigned support staff.
Statement of the problem
In such scenarios, it is not clear how they handle such claims. Page | 4 members of the SBS used in monitoring curriculum implementation activities?” It is hoped that answers to these and other questions will be generated.
Purpose and rationale for the study
Instead, the significance of the study is that it focused on the integrated leadership practice of SMTs among themselves and their subordinates (teachers) in the work situation. Finally, the significance of the study was that it focused on SBS strategies and how HODs and principals interact with other role players in the implementation of the strategies in the school.
Objectives of the study
Again, this study was not about individual activities of HODs and/or principals versus policy provisions. The purpose of this study was to focus on the integrated management practices of the principal, HODs, teachers and their context while monitoring curriculum implementation.
Critical questions
To explore strategies and possibly instruments used by principals and HODs to monitor teaching and learning. To establish SMT experiences of and possibly attitudes they had towards monitoring teaching and learning.
Clarification of key terms
In this study, the concepts of leadership and management are used loosely to refer to principals and HODs. This view is consistent with this study, which focuses mainly on initiatives by principals and HODs that attempt to monitor teaching and learning.
Delimitations of the study
The study focused on how the SMTs were involved in classroom activities by monitoring teaching and learning. In addition to being instructional leaders, the SMTs were expected to collaborate with others in a distributed leadership manner. Therefore, this research is situated within these two concepts of leadership.
Outline of the study
The fifth chapter presents the findings that derive from the data presented in the fourth chapter. However, this chapter begins with a summary of the overall study and then proceeds to present and discuss the findings.
Introduction
Mandates for monitoring
Direct involvement of the SMTs in classroom activities is informed by the National Protocol for Assessment which is used to verify the progress made by teachers and learners in teaching and learning processes (DBO, 2011c). Furthermore, in terms of the Collective Agreement 8 of 2003, Integrated Quality Management System (IGMS) document, school principals and the department heads are expected, as part of their duties, to set clear expectations of their learners and teachers, make regular class visits and provide feedback (Department of Education, 2003).
Conceptualisation of monitoring
Southworth (2004) argues that school leadership is stronger when it is based on data about student learning progress and achievement, as well as on direct knowledge of teaching practices and classroom dynamics. In the latter study, Bush, Joubert, et al. 2010) report that the HODs actually checked the lecturers' portfolios and workbooks as well as the students' work to validate the lecturer's claims.
Significance of monitoring
Contrary to this view, Bush (2013) presents the term 'management of teaching and learning' (MTL), which is often used in South Africa. The concept of SMT monitoring of teaching and learning focuses on the interaction between principals and HODs in carrying out this task.
How to manage monitoring
These levels of teacher planning presented can be expected from managers as levels of monitoring. The school principals and HODs can be expected to intervene effectively in this regard.
Identification of monitoring needs and challenges
Second, the program level refers to the monitoring of content and delivery of programs in classrooms. The Department of Basic Education in the form of CAPS documents stipulates that curricula, timetables and lesson plans describe specific levels of planning and for each of the eight learning areas (DBE, 2011a).
Monitoring for accountability
Effective monitoring can help identify teaching and learning challenges so they can be addressed in a timely manner (Bush. & Glover, 2012). Teacher energies can be directed towards producing high quality teaching and learning through effective monitoring.
Strategies of monitoring
- Assessment
- Feedback
- School Programmes and Monitoring Instruments
- Strategy of Developing Human Resource
- Teacher Development Strategy
- Leadership Development Strategy
York-Barr and Duke (2004) define teacher leadership as the process by which teachers, individually and collectively, influence their colleagues, principals, and community members to improve teaching and learning practices in order to improve learning outcomes. Authorized teachers can be informed in advance of their duty and the principal's expectations.
Mixed bag of SMT monitoring challenges
The development of teacher leadership skills should develop leaders who not only lead within the four walls of the classroom, but also transcend narrow classrooms (Margolis & Deuel, 2009). Ultimately, teacher leadership development is one of the primary responsibilities of principals (Clark, 2007; Bush, 2013).
Research conducted on monitoring teaching and learning
The study by Bush, et al. 2010) conducted locally on the management of teaching and learning in South African schools may also clarify some of the issues on the impact of leadership on teaching and learning. The purpose of the study by Bush, et al. 2010) was to assess the management of teaching and learning through case studies of leadership practices as well as classroom practices in selected schools in the two provinces.
Conceptual Framework
The concept of distributed leadership is seen to offer SMTs an opportunity to lead teaching with and through others, presumably in an atmosphere of trust. Instead, the interaction of the principal, the HODs and school contexts is considered suitable to be carried out through distributed leadership concept.
Chapter summary
This study is therefore situated within distributed and instructional leadership due to the appropriateness of these concepts for the context of the study. The product of instructional and distributed leadership styles of running schools and interacting with teachers in context is presented as a possible solution to the challenges.
Research Paradigm
As part of the research design, the chapter begins by discussing the research paradigm; research design; research methodology; sampling methods and access to the research sites; data generation methods and application; data analysis methods and procedures; measures to ensure credibility as well as ethical considerations. The next sections provide a detailed discussion of each of the components listed in this section.
Research Design
Research population
Selection of participants
The interpretive paradigm seemed appropriate for this case study as the participants shared their monitoring strategies in their unique contexts and backgrounds, which is in line with claims by Henning, van Rensburg and Smit (2005). Exploring SMT strategies in such challenging contexts in a primary and secondary school was the focus of the study and therefore these schools were chosen.
Data recording
Data generation methods
Interviews
Before starting the interview, a pilot interview was conducted to familiarize with the voice recorder and other necessary interview procedures. The actual participants were interviewed individually within their school premises during their free time.
Document reviews
Due to the unavailability of quiet rooms and student noise at Lawuma Secondary (pseudonym), interviews were conducted in my vehicle to minimize disruption. Each participant was given a three-minute informal introductory conversation to ease possible tensions before the recording of the actual interview.
Data analysis
After the interviews were completed, the audio tape recording of the interviews was transcribed and typed. These concepts were then organized into themes that denote strategies used by leaders when monitoring teaching and learning (Cohen, Manion, & Morrison, 2011; Bertram, 2010).
Trustworthiness
Additionally, during the interviews, I made sure that I shared with them my understanding of what they told me. I have also ensured that all key concepts used in the study have been adequately contextualised.
Ethical considerations
In the context of this study, I ensured that I provided thick descriptions of all the steps I undertook in the process of conducting the study. They were informed that after the completion of the study all records, written and voice recorded, would be kept securely in the supervisor's locked cabinet for a period of five years.
Limitations of the study
As part of their autonomy, they were informed that their participation was voluntary and that they could withdraw from the study at any stage of the study without any negative consequences. Hard copies of transcripts would be shredded and electronic records would be deleted from the computer.
Chapter summary
For example, their identities were protected in the sense that no one, including provincial Department of Education officials, will know what they told me as it was told in confidence. Data were generated from five participants in two schools, Samela Primary School and Lawuma Secondary School (pseudonyms).
Themes that emerged after the analysis of data
The aliases of the participants and their positions are from Samela Primary School, Ms. Thwala, Principal and Ms. Miya, HOD. From Lawuma High School, the participants were Mrs Ntuli and Mr Zwane who were HODs and Mr Kubheka, the principal.
SMT Strategies of monitoring teachers and learners on task
- Submission of teacher files
- Attendance verification
- Moderation of assessment tasks
- Teacher leadership development
- Class visits
- Checking of learner exercise books
We pay attention to problems that affect the majority of the learners due to the remote location of our school. Their answers seem to be that the shortage of teachers and transport is due to the remoteness of the area.
The SMT experiences of monitoring teaching and learning
Experiences of monitoring teaching
Besides the teachers despising the SMT members' supervision of teaching and learning, it was also accused of causing tension between them and the teachers. None of the participants mentioned randomly checking teacher files, such as student exercise books.
Experiences of monitoring learning progress
Du Plessis (2013) argues that monitoring can inform maintenance substitution treatment about the needs of students and the challenges faced by teachers. Comments from SMT members suggested that both teachers and students did not take responsibility for their supervised activities.
Experiences with parental role
Page | 68 did not take time to help students with their homework. Also, they did not come to school to hear the teachers' feedback on their students' performance even when the SMTs had invited them.
Contextual realities informing SMT monitoring strategies
- Participants understanding of the concept of monitoring
- Human resources capacity
- Inadequate learning and teaching support material (LTSM)
- Infrastructural challenges
A large percentage of HODs were not trained to handle teaching and learning at Level R. Responding to the question as to why they were not using the moderation form to ensure quality assessment, Ms Miya said: “The problem lies with the machines ( i.e. duplicators and a photocopier).
Chapter summary
Moderation of quizzes and other tasks given to students suffered from a lack of policy implementation. The following is a presentation of the findings on the teaching and learning monitoring strategies of SMT members.
Synthesis
The fourth chapter presented data obtained through semi-structured interviews and document reviews.
Presentation of findings
What strategies do the School Management Team members utilise to monitor teaching and learning?
- The first strategy: Submission of teacher files
- Second strategy: Attendance verification
- Third strategy: Moderation of assessment tasks
- Fourth strategy: Teacher leadership development
- Fifth strategy: Class visits
- The sixth strategy: Checking of learner exercise books
The findings show that another strategy that SMT members used was that of developing leadership among teachers. Findings indicate that another strategy that was adopted by SMT members was classroom visits.
What are the School Management Team members’ experiences of monitoring teaching and learning?
- Experiences of monitoring learning progress
- Experiences with parental role
- Human resource capacity
- Shortages of Learning and Teaching Support Materials (LTSM)
- Infrastructural challenges
This means that he did not have time to check exercise books of learners he did not teach. Page Why do the School Management Teams monitor teaching and learning in the way they do.
Overview of the findings
Monitoring of teaching and learning can inform the SMTs, the teachers and the learners about the strengths and weaknesses in specific areas so that these can be timely attended. For
Effective monitoring of teaching and learning should result in, among other improvement strategies, additional specific classes targeting individuals or groups well in advance of the commencement of the NSC examination or any other form of assessment for that matter as illustrated by the findings in the study of NZ discussed. in the second chapter.
Chapter summary
How do you experience the supervision of teaching and learning at school? [Probes include the following questions]. Do you find it useful to monitor the implementation of the curriculum in your school? h) Comment on the level of cooperation and support during the monitoring process. . i) What challenges do you encounter in monitoring and how do you overcome them? . j) What instruments/tools do you use to monitor classroom activities?
