Managing Teaching and Learning: Integrating Instructional and Transformational Leadership in South African Schools Context

Autor/inn/en	Shava, George; Heystek, Jan
Titel	Managing Teaching and Learning: Integrating Instructional and Transformational Leadership in South African Schools Context
Quelle	In: International Journal of Educational Management, 35 (2021) 5, S.1048-1062 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shava, George) ORCID (Heystek, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-11-2020-0533
Schlagwörter	Teaching Methods; Learning Processes; Rural Schools; Instructional Leadership; Principals; Administrator Attitudes; Transformational Leadership; School Culture; Foreign Countries; Educational Quality; Educational Improvement; Organizational Change; Leadership Role; Elementary Secondary Education; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Schulkultur; Schulleben; Ausland; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Organisationswandel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance. Design/methodology/approach: The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership. Findings: Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning. Research limitations/implications: The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools. Practical implications: The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning. Social implications: The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models. Originality/value: This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01