Exploring The Role Of School principals As Instructional Leaders In Improving learner Academic Performance In Primary Schools

This study explores the role of the principal as an instructional leader in four primary schools in the township. This is regardless of the poor learner academic performance in township primary schools in Gauteng. Most of the principals serve mostly as a management and less as instructional leaders. Their lack of involvement in classroom instruction makes it challenging for them to comprehend the difficulties the teachers face during teaching and learning in their classrooms. This study examines instructional strategies used by principals of the four schools that may help to raise learner achievement and explores how these successful leaders use leadership styles and management approaches to improve learner academic performance in their schools. Spillane’s (2006) distributed leadership model and Hallinger and Murphy’s (1985) Principal Instructional Management Rating Scale (PIMRS) model were used as the conceptual framework. We employed an interpretive paradigm in this investigation. This study used a sort of non-probability sampling called purposeful sampling to get pertinent information from the group of participants with expertise. We utilized snowballing sampling to obtain one principal, one deputy principal, one Departmental Head and one teacher from each school. Data was collected at four primary schools through individual semi-structured interviews. The study found that the critical instructional leadership approaches used by these principals were promoting teamwork, active participation, collective decision making, sharing of responsibilities, collaboration and distribution of tasks amongst multiple leaders. The teachers and members of the school management team (SMT) confirmed the claims made by the principals.