Sinthumule, D. A.Makhwathana, R. M.Ndou, Ndishavhelafhi Constance2021-06-302021-06-302021-06-23Ndou, 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>http://hdl.handle.net/11602/1715MEd (Educational Management)Department of Educational ManagementThe 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.1 online resource (xi, 101 leaves)enUniversity of VendaCulture of Learning and TeachingUCTDInstructional LeadershipInstructional SupervisionQuality EducationSchool Management Team371.20120968259School principals -- South Africa -- LimpopoHigh school principals -- South Africa -- LimpopoSchool administrators -- South Africa -- LimpopoSchool management and organization -- South Africa -- LimpopoSubstance abuse -- South Africa -- LimpopoStudents -- South Africa -- LimpopoYouth -- Drug use -- South Africa -- LimpopoEducation, Secondary -- South Africa -- LimpopoDrug abuse -- South Africa -- LimpopoAlcoholism -- South Africa -- LimpopoDissertationNdou NC. Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit. []. , 2021 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1715Ndou, N. C. (2021). <i>Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit</i>. (). . Retrieved from http://hdl.handle.net/11602/1715Ndou, Ndishavhelafhi Constance. <i>"Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit."</i> ., , 2021. http://hdl.handle.net/11602/1715TY - Dissertation AU - Ndou, Ndishavhelafhi Constance AB - 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. DA - 2021-06-23 DB - ResearchSpace DP - Univen KW - Culture of Learning and Teaching KW - Instructional Leadership KW - Instructional Supervision KW - Quality Education KW - School Management Team LK - https://univendspace.univen.ac.za PY - 2021 T1 - Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit TI - Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit UR - http://hdl.handle.net/11602/1715 ER -