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The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province

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dc.contributor.advisor Litshani, N. F.
dc.contributor.advisor Mashau, T. S.
dc.contributor.author Mohale, Assan Bottomly
dc.date 2018
dc.date.accessioned 2018-10-06T08:51:50Z
dc.date.available 2018-10-06T08:51:50Z
dc.date.issued 2018-09-21
dc.identifier.citation Mohale, Assan Bottomly (2018) The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province, University of Venda, Thohoyandou, South Africa, <http://hdl.handle.net/11602/1238)
dc.identifier.uri http://hdl.handle.net/11602/1238
dc.description DEd (Educational Management)
dc.description.abstract The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools. en_US
dc.description.sponsorship NRF en_US
dc.format.extent 1 online resource (i, 286 leaves)
dc.language.iso en en_US
dc.rights University of Venda
dc.subject Leadership role en_US
dc.subject Culture en_US
dc.subject Culture of Teaching and Learning en_US
dc.subject School principal en_US
dc.subject Rural Public Schools en_US
dc.subject Section 21 status en_US
dc.subject Quintile level en_US
dc.title The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province en_US
dc.type Thesis en_US


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