Litshani, N. F.Mashau, T. S.Mohale, Assan Bottomly2018-10-062018-10-062018-09-21Mohale, 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/11602/1238DEd (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.1 online resource (i, 286 leaves)enUniversity of VendaLeadership roleUCTDCultureCulture of Teaching and LearningSchool principalRural Public SchoolsSection 21 statusQuintile level371.20120968259School principals -- South Africa -- LimpopoSchool administrators -- South Africa -- LimpopoSchools -- South Africa -- LimpopoTeachers -- South Africa -- LimpopoHigh school principals -- South Africa -- LimpopoSchool management and organization -- South Africa -- LimpopoManagement - South Africa -- LimpopoRural schools -- South Africa -- LimpopoThesisMohale 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/11602/1238Mohale, 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/11602/1238Mohale, 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/11602/1238TY - 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 -