Leadership for quality teaching and learning in challenging contexts: perspectives of secondary school principals in Pinetown district.
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Date
2021
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Abstract
The purpose of this qualitative study was to have an in-depth understanding on how secondary
school principals enhance leadership for quality in challenging school context. This study
explored how secondary school principals understand leadership for quality teaching and
learning in challenging school context. The study also highlights the challenges that secondary
school principals experience while they practice their leadership for quality teaching and
learning in challenging school context. It also investigated how secondary school principals
navigated some of the challenges they encountered while ensuring quality teaching and
learning in challenging contexts. The research paradigm that was employed in this study was
interpretivism. The research design of the study adopted qualitative approach. The study
selected four secondary school principals; all four secondary school principals are from
Pinetown education district. In this study, semi-structured interviews were utilised as the only
research method to generate data. Then data was generated from the participants through semi structured individual interviews. Thematic abstraction was utilised to analyse data and to
provide meaning to the data. Scholastic works across the globe on leadership for quality
teaching and learning on school principals were used to pick out similarities and differences in
the existing literature and with what has been obtained in the field.
The research findings revealed that secondary school principals that participated in this study
have a reasonable understanding of leadership for quality teaching and learning. Their practices
in ensuring that quality teaching and learning in challenging context also revealed reasonable
understanding. However, their schools are inundated with some challenges rooted from lack of
parental co-operation, late coming, and COVD-19 related issues. The study suggested the
following recommendations: school principals need to broaden up their understanding in
leadership for quality teaching and learning in challenging context, assess the rate of quality
looking at the whole school, and school principals need to keep themselves abreast of all the
latest developments relating to life threatening conditions in their schools.
Description
Masters Degree. University of KwaZulu-Natal, Durban.