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Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit

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dc.contributor.advisor Sinthumule, D. A.
dc.contributor.advisor Makhwathana, R. M.
dc.contributor.author Ndou, Ndishavhelafhi Constance
dc.date 2021
dc.date.accessioned 2021-06-30T20:11:20Z
dc.date.available 2021-06-30T20:11:20Z
dc.date.issued 2021-06-23
dc.identifier.citation Ndou, Ndishavhelafhi Constance (2020) Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit. University of Venda, South Africa.<http://hdl.handle.net/11602/1715>
dc.identifier.uri http://hdl.handle.net/11602/1715
dc.description MEd (Educational Management) en_ZA
dc.description Department of Educational Management
dc.description.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. en_ZA
dc.description.sponsorship NRF en_ZA
dc.format.extent 1 online resource (xi, 101 leaves)
dc.language.iso en en_ZA
dc.rights University of Venda
dc.subject Culture of Learning and Teaching en_ZA
dc.subject Instructional Leadership en_ZA
dc.subject Instructional Supervision en_ZA
dc.subject Quality Education en_ZA
dc.subject School Management Team en_ZA
dc.title Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit en_ZA
dc.type Dissertation en_ZA


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