Abstract:
The need to restore a culture of teaching and learning is one of the most pressing issues confronting South African schools today. Poor matric performance, ill-discipline learners, low teacher morals as well as other educational problems in some schools lead to a general drive to advance the culture of teaching and learning. The implementation of the National Curriculum Statement (NCS) gave school principals more management responsibilities. With these increases in management responsibilities, the School Management Teams (SMTs) are accountable for the restoration of a teaching and learning culture. As a result, the task of principals as instructional leadership becomes more challenging and complicated. This study explored the experiences of instructional leaders in promoting a culture of teaching and learning in public secondary schools. The study adopted a qualitative approach that was influenced by anti-positivism ideology. Population in this study was all principals and School Management Teams of Shamavunga Circuit. Data was collected through structured interviews and document analysis. Ten participants from two secondary schools were purposively sampled - two school principals, six departmental heads as well as two senior educators who serve on the SMTs - were interviewed. Collected data was thematically analysed to see trends emerging from the information provided by participants. The results showed that instructional leadership of principals played a significant role in promoting a culture of teaching and learning in schools. The likelihood is that Principals who did not fulfil their instructional leadership roles were more likely to allow the culture of learning and teaching (COLT) to erode over time, while principals who did fulfil their instructional responsibilities appeared to prevent the erosion of COLT.
