Managing teaching and learning

Integrating instructional and transformational leadership in South African schools context

Bibliographic Data

ID21591440
AuthorsGeorge N Shava (0000-0002-1890-9605, National University of Science and Technology), Jan Heystek (0000-0001-7695-5047)
Year2021
Volume35
Issue5
Pages1048-1062
Publication date2021-06-21
Open AccessYes
TypeARTICLE
VenueInternational Journal of Educational Management (JOURNAL)
Journal identifiersISSN: 0951-354X • E-ISSN: 1758-6518
PublisherEmerald (PUBLISHER)
DOI10.1108/ijem-11-2020-0533
OpenAlexW3163858768
LanguageEN
Citations received6
References cited23

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

Educational leadership · Instructional leadership · Leadership style · Mathematics education · Medical education · Multimethodology · Nonprobability sampling · Pedagogy · Population · Qualitative research · Sociology · Teaching method · Transformational leadership · Educational and Psychological Assessments · Educational Practices and Challenges · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies

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