The rationale behind this thematic category was to assess the extent to which the participants understood the concept of instructional leadership. When asked about their understanding of instructional leadership, different perceptions of the concept were expressed regarding what instructional leadership implies. For some participants, instructional leadership is about giving guidance, direction, influence and motivation regarding information, while others believe it simply involves instructions of what to do and how to do it.
Thematic question: What are educators’ perceptions of instructional leadership?
According to an educator interviewed “instructional leadership is the management of
curriculum and instruction by a school principal. How it involves setting clear goals, managing curriculum, monitoring lesson plans, allocating resources and evaluating teachers regularly to promote learners learning and growth”.
In the same vein, instructional leadership was viewed by another educator as “the management
of school curriculum and instruction by a school principal in such a way that teaching functions are shared among the educators”.
52 There was also the perception of an instructional leader as one who gives clear instructions to the subordinates and monitors and evaluates their responses in achieving a particular goal.
In this regard an educator defined instructional leadership as “the ability to set a code of
behaviour and monitor compliance”.
There were some participants who were of the opinion that instructional leaders have the prerogative entrusted to leaders of institutions to give instructions to their subordinates. This perception was summed up by an educator as follows: “Instructional leaders only give
instructions with little or no consultations with educators”.
Participants also viewed instructional leadership from the perspective of delegation. Thus a few participants regarded instructional leaders as principals able to delegate duties in such a way that every educator participates in the education of the learners.
Finally instructional leadership was perceived as a great relationship between an employee and an employer, where the instructional leader knows the performance of the employee in terms of whether it is good or poor.
Thematic question: What are the principals’ perceptions, aims and goals as instructional leaders?
During the different interviews conducted with principals, different responses were given about their perception of what instructional leadership entails.
One principal expressed her understanding of instructional leadership as:
“Administrative task which includes a leading role of a principal in a process of supporting professional development of educators, efficient use of resources, good communication in order to improve learning of learners”.
A second principal gave her perception of instructional leadership as:
“One who is firm and confident to lead, demonstrate and delegate and monitor all that has been agreed upon. He is always a strategist for improvement”.
53 Similarly, instructional leadership has been viewed as: “A manner of giving direction to the
educators on what they are supposed to be doing in class when following the CAPS policy”.
Instructional leadership was also seen as: “Managing all that has to do with providing enough
support by principal so that quality teaching and learning take place in school, and learners learn effectively and teachers perform at their level best”.
Instructional leadership was also perceived as: “Setting up goals, managing the school
curriculum and ensuring optimum utilisation of both human and physical resources”.
Another principal gave his understanding of the concept of instructional leadership as:
“One who understands and communicates the vision of the school, monitors teaching and learning activities to ensure that curriculum is well delivered and provides adequate support to teachers and learners in order to achieve the set goals”.
In respect to the principal’s aims and goals as an instructional leader, different views were highlighted during the interviews. The following views were expressed:
It is quality teaching and learning that will ensure we produce responsible and educated adults.
It is to set clear goals and objectives in curriculum management and to provide all resources that will make teaching and learning effective.
To achieve good results in terms of learner performance and enable educators to work in an environment that will promote these results.
To have an impact on knowledge. To ensure that followers are convinced and determined.
To create a professional learning environment for learners, to support educators in their attempt to offer high quality service and to communicate with all the stakeholders in order to achieve the best performance for learners.
The highlight of the investigation was the interview conducted with senior officials of the Department of Education. As the regulating authority it was important to gain an insight into
54 their views on instructional leadership, on the principals’ role as drivers of education policies, and on their perception of the fundamental issues causing the poor Grade 12 results of rural schools within the Eastern Cape.
Thematic question: What are the education officials’ perceptions regarding instructional leadership?
The concept of instructional leadership was defined by an education official as follows:
“Leadership whose focus is creating an environment conducive to effective teaching and learning characterised by the proper implementation and supervision of the curriculum.”
The principal’s instructional leadership role
The principals’ instructional leadership role as highlighted by the education officials was described as follows:
“Ensuring that there is a time table that is CAPS (Curriculum and Assessment Policy Statement) compliant.”
“Monitoring completion of syllabus/topics on time and revision.” “Recruiting skilled educators.”