The role of instructional leaders in the academic performance of learners in rural primary schools

Abstract

Instructional leadership is crucial for learners ’academic success at all levels of schooling internationally. In South Africa most underperforming schools are in rural areas and townships making an investigation into the instructional leadership role in learners ’academic success in these schools imperative. The topic was explored by means of a literature review and an empirical investigation. Informed by attribution theory, distributive theory and transformational theory, a qualitative study collect ed data from four purposively selected primary schools located in Khujwana Circuit, Mopane West District, Limpopo Province. Participants included the four principals and the four deputy principals and 16 departmental heads (four per school) who comprise the School Management Teams in the respective schools. Data were collected through observation document analysis, individual interviews with principals and focus group interviews with departmental heads and deputy principals. Data were analysed by thematic data analysis. Findings indicated that instructional leaders are curriculum drivers in the school phases, ensure equal work allocation to teachers and ensure that their subordinates know their roles and perform them as specified by the Personnel Administrative Measures determined by the Minister of Basic Education The three main responsibilities of departmental heads and curriculum advisors entail monitoring teachers ’work, teacher professional development and administrative responsibilities. Challenges to instructional leadership in rural primary schools include poor resources, lack of knowledge and skills on instructional leadership, and poor learner discipline It is recommended that the instructional leadership embodied in School Management Teams be supported by professional development and collaboration in rural primary schools.