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Litshani, N. F. Mashau, T. S. Mohale, Assan Bottomly 2018 2018-10-06T08:51:50Z 2018-10-06T08:51:50Z 2018-09-21 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) http://hdl.handle.net/11602/1238 Mohale AB. The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province. []. , 2018 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1238 Mohale, A. B. (2018). <i>The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province</i>. (). . Retrieved from http://hdl.handle.net/11602/1238 Mohale, Assan Bottomly. <i>"The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province."</i> ., , 2018. http://hdl.handle.net/11602/1238 TY - Thesis AU - Mohale, Assan Bottomly AB - 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. DA - 2018-09-21 DB - ResearchSpace DP - Univen KW - Leadership role KW - Culture KW - Culture of Teaching and Learning KW - School principal KW - Rural Public Schools KW - Section 21 status KW - Quintile level LK - https://univendspace.univen.ac.za PY - 2018 T1 - The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province TI - The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province UR - http://hdl.handle.net/11602/1238 ER - DEd (Educational Management) 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. NRF 1 online resource (i, 286 leaves) en University of Venda Leadership role Culture Culture of Teaching and Learning School principal Rural Public Schools Section 21 status Quintile level UCTD 371.20120968259 School principals -- South Africa -- Limpopo School administrators -- South Africa -- Limpopo Schools -- South Africa -- Limpopo Teachers -- South Africa -- Limpopo High school principals -- South Africa -- Limpopo School management and organization -- South Africa -- Limpopo Management - South Africa -- Limpopo Rural schools -- South Africa -- Limpopo The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province Thesis open.access