The role of Principals as Instructional Leaders: the case of Umlalazi Inspection Circuit in South Africa

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dc.contributor.advisorDuma, M.A.N
dc.contributor.advisorGamede, B.T
dc.contributor.authorMagwaza, L.T
dc.date.accessioned2017-07-06T11:12:03Z
dc.date.available2017-07-06T11:12:03Z
dc.date.issued2017
dc.descriptionA thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017en_US
dc.description.abstractThis qualitative study explored the roles of principals as instructional leaders. Several models of instructional leadership were briefly discussed, and a theoretical framework for the present study was outlined. Individual interviews were conducted with principals, deputy principals, heads of department and post-level 1 educators. Qualitative data were collected using interviews and questionnaires. Themes and sub-themes emerged from the study. It was found that the quality of the role of the principal posed a challenge to principals. The participants reported that principals were expected to manage the school in terms of day-to-day functionality, buildings and grounds maintenance, managing of finances and human resources, and many other matters. On the other hand, the principal was also expected to be an instructional leader, which involved setting clear goals, allocating resources to instruction, managing the curriculum, monitoring teaching and learning, and creating opportunities that were conducive to learning. It was found that most secondary school principals concentrated on management instead of instructional leadership.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1574
dc.publisherUniversity of Zululanden_US
dc.subjectprincipals --role modelling --instructional leaders --leadership --South Africaen_US
dc.titleThe role of Principals as Instructional Leaders: the case of Umlalazi Inspection Circuit in South Africaen_US
dc.typeThesisen_US
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