PRUEBAS REGLAMENTARIAS

In this section the literature on the role of principal as instructional leader in improving learning achievement is reviewed. According to Gumus and Akcaoglu (2013:290), principals are instructional leaders whose primary aim is the improving of the learning environment and the teaching practices in their schools. The principals of effective schools focus more on curriculum and instruction and less on managerial tasks, making instructional leadership the dominant paradigm for school leaders (Gumus & Akcaoglu 2013:290). Vanderhaar et al. (2007:18) further emphasize that instructional leadership behaviors are critical to teacher instruction, and hence to learner achievement. The principal is, as the instructional leader of the school, responsible for informing the educators about new educational strategies, technologies, and other tools that promote effective instruction. Nelson and Sassi (2005:125) point out that principals as instructional leaders fulfill the following tasks, namely hiring and supervising educators, monitoring the quality of instruction in the school, and communicating with the parents and district officials about the school’s academic programme. Thus, instructional leadership requires expertise and knowledge of subject matter content, pedagogy, good instruction and knowledge of how to lead. Principals should retain a stance of enquiry about learning, teaching and the effectiveness of certain instructional strategies, and a variety of ideas about instructional practice. This stance may be motivated by external demand, such as the need to improve instruction so that the learners will achieve high academic performance, or by a genuine inquisitiveness as instructional leader about the process of learning, about subject instruction, or how children of diverse abilities and backgrounds should be taught. According to Mamabolo (2002:30), the instructional leader is an individual whose behavior is officially designed by the school, and directly affects the behavior of the educators in such a way as to facilitate the pupils’ learning

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and to achieve the goals of the school. Niyazi (2009:437) points out that the principal in highly productive school is not only the educational manager but he or she is an instructional leader as well, because he/she spends more time in the direct supervision and support of educators.

Girvin (2005:10) argues that the principal as instructional leader is a key player in ensuring the success of any staff development programme designed to improve teacher efficiency and learner achievement; the classroom educators are the practitioners who ultimately deliver instructional and curricular innovations. The principal as instructional leader is at the heart of the effort as the visionary, organizer, cheerleader and evaluator. Girvin (2005:10) adds that as the instructional leader of the school, the principal has the obligation of developing and promoting the school’s goal and objectives in order to enhance the learners’ achievement. With the macro-picture of the school in mind, the principal as instructional leader identifies a current need and future curricular and instructional innovation that reflects the learners’ needs.

Similarly, Gumus and Akcaoglu (2013:29) point out that traditionally the instructional role of the principal included several aspects, namely goal-setting, promoting a positive school climate, coordinating curriculum activities and supervising instruction. According to this viewpoint, principals were primarily responsible for managing all the instructional processes in the school. However, in current practices, it is expected from the principals to do more, namely share their leadership responsibilities with the educators and collaborate with them on the curriculum, instruction and assessment in order to enhance the quality of teaching and learning. In addition, one of the main responsibilities of today’s instructional leader is gathering data on learner achievement and analyzing and using it to improve the teaching and learning in the school. According to Vanderhaar et al. (2007:18), educational researchers have continually identified the principal as an essential force in school reform efforts, and the principal can account for about 20% of the school’s impact on learner achievement.

According to Van Deventer and Kruger (2003:8), the instructional leadership of the principal relates to the core activities of the school, which are teaching and learning in the classroom. It also involves beliefs, decisions, strategies and tactics which the principals utilize to ensure instructional effectiveness in each classroom. Instructional leadership occurs when the principal

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provides direction, resources and support both to the educators and the learners, with the aim of improving learning and teaching, hence improving learner achievement. A good principal as instructional leader paves the way for good learning and teaching, and ensures that there is at all times a sound culture of learning and teaching in the school.

In reviewing the literature Wing (2013:274) ascertained that the instructional leader should create a shared sense of purpose in the school, nurture continuous improvement through school development planning, develop a school culture aimed at innovation and the improvement of teaching and learning, coordinate the curriculum and monitor learner outcomes, shape the reward structure of the school, organize and monitor a wide range of activities and be a visible presence in the school. Wing’s (2013) overview illustrates the multifunctional and demanding role of the principal as manager and as leader.

According to Gumus and Akcaoglu (2013:292), the three most effective leadership practices in the school are as follows:

• Situational awareness: The principal is aware of the details and nuances of interactions in the school, and uses information to address the current potential problems.

• Intellectual stimulation: The principal ensures that the teaching staff members are up-to- date with the relevant pedagogical theories and practices, and incorporates discussions of these during professional development sessions.

• Input: The principal ensures that the educators collaborate in the design and implementation of important decisions.

Furthermore, Gumus and Akcaoglus (2013:291) add that computer competence is another important skill expected from the principal as instructional leader. Competence in the use of technology is not widely mentioned in the literature on instructional leadership. Technology makes it easier for today’s principals to effectively fulfill their instructional leadership duties, such as tracking information related to instruction, analyzing and making sense of data, communicating with and providing information or feedback to the educators about instructional matters, making presentations on professional development activities, and finding and reaching

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outside resources for school improvement. In this context, Gumus and Akcaoglus (2013:292) propose that 21st century school principals should be able to use technology in order to carry out their daily tasks effectively.

Green (2000:22.) argues that instructional leadership should not be confused with educational leadership. While both are important, educational leadership relates to the school’s vision and the principal’s overall knowledge of the curriculum, programmes and educational thinking. Instructional leadership is concerned with what a teacher actually does, and the principal’s support in this respect. Green (2000:23) lists the following aspects of teaching and learning that fall within the sphere of the principal as instructional leader. Although the principal is not necessarily directly involved in all these functions on a daily basis, he or she should ensure that the teaching staff carries out the following:

• establish routine start-up and end-off lesson procedures; • give clear classroom instruction;

• develop classroom rules with the learners, the educators and the classes; • allocate sufficient time to individual learners within the class;

• manage the learners’ behavior;

• implement classroom rules in a fair manner;

• mediate between learner and learner, or learner and teacher, when things are not working well;

• understand and apply a school-wide educational philosophy at classroom level; • integrate learning technology into mainstream class activities;

• prepare for and model scientific experiments;

• incorporate experiential learning and enterprise education into the classroom for relevance;

• give considered attention to literacy development in the class; • test for learning difficulties and take remedial action;

• develop and implement educational plans and behavior for individual learners; • counsel and support learners who have left school with redefined objectives;

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• account for gender and ethnic differences in the selection and teaching of subject content;

• incorporate drug education and the principle of harm minimization into all subjects; • assist the educators to prepare lessons and homework assignments to cater for a varied

learning style;

• utilize adult citizens to expand the curriculum and experiences of the learners in the classroom; and

• plan for and hold successful conferences with the parents.

According to Daresh (2001:119), principals who spent nearly all of their time either teaching classes or observing educators were legitimately serving as instructional leaders. As instructional leaders the principals should coordinate the school’s instructional programme, solve instructional problems collaboratively with the educators, help the educators to secure resources, and create opportunities for staff development. The role of the principal as instructional leader is to create a culture that is conducive to teaching and learning, and a culture where the educators, learners and parents work together to accomplish the task of education. Instructional leadership consists of direct or indirect behavior that significantly affects teacher instruction and as a result, learner performance.

Wing (2013:272) elaborates that the principal as instructional leader needs to be, more than ever before, professionally and internationally equipped with the necessary skills and competence so as to face the ever-changing challenges and to meet the ever-increasing demand of the 21st century. The principal should play an important role in helping the senior educators to attain the school’s goal – to improve learner achievement - by sharing instructional leadership with them and by working side-by-side with them in every aspect of administration. Thus, the school principals will have to act like strategic leaders who need to take the initiative and responsibility for addressing the identified insufficiencies in their skills and capacities so as to ensure they are able to respond adequately to their new roles and responsibilities. Mbatha (2004:31) argues that the leadership behaviors of the principal that are described as instructional leadership behaviors should be those associated with high levels of learner academic achievement.

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In the next section the particular features of instructional leaders that impact on learner achievement are expounded in full.