Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape

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dc.contributor.advisorGilmour, Daviden_ZA
dc.contributor.authorMillar, David Jen_ZA
dc.date.accessioned2015-07-03T08:33:46Z
dc.date.available2015-07-03T08:33:46Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThe purpose of this research is to examine the extent of instructional leadership of principals in high performing secondary schools in the metropolitan area of Cape Town, Western Cape. A mixed methods design of quantitative and qualitative research was undertaken. For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to 5 principals and 136 teachers. One sample t-tests found statistically significant differences between the mean scores of principals and those of teachers. Data analysis of the PIMRS indicated that principals were most active in protecting instructional time, promoting professional development, providing incentives for learning and framing the school’s goals and least active in supervising and evaluating instruction, maintaining a high visibility and providing incentives for teachers. In the qualitative phase, interviews with the five principals yielded a result that underscores the value which principals place on professional accountability, trusting teachers to deliver the curriculum, building coherence, promoting professional development, giving professional autonomy and fostering relationships. The study found that the principal’s role is multi-faceted and complex and is neither limited to the instructional leadership behaviours of the PIMRS nor to the job description of the Personnel Administration Measures (PAM). Instructional leadership functions not measured by the PIMRS, such as the appointment of teachers, selection of pupils, engaging with stakeholder groups, establishing internal coherence and building trust by sharing instructional leadership practises with senior teachers were very important. School leaders internalize the expectations embedded in accountability systems and have woven these into an internal set of expectations and responsibilities that represent the school’s internal accountability systems. The thesis concludes with the view that both shared leadership and instructional leadership are important as they are indirectly related to pupil achievement.en_ZA
dc.identifier.apacitationMillar, D. J. (2014). <i>Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13354en_ZA
dc.identifier.chicagocitationMillar, David J. <i>"Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2014. http://hdl.handle.net/11427/13354en_ZA
dc.identifier.citationMillar, D. 2014. Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Millar, David J AB - The purpose of this research is to examine the extent of instructional leadership of principals in high performing secondary schools in the metropolitan area of Cape Town, Western Cape. A mixed methods design of quantitative and qualitative research was undertaken. For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to 5 principals and 136 teachers. One sample t-tests found statistically significant differences between the mean scores of principals and those of teachers. Data analysis of the PIMRS indicated that principals were most active in protecting instructional time, promoting professional development, providing incentives for learning and framing the school’s goals and least active in supervising and evaluating instruction, maintaining a high visibility and providing incentives for teachers. In the qualitative phase, interviews with the five principals yielded a result that underscores the value which principals place on professional accountability, trusting teachers to deliver the curriculum, building coherence, promoting professional development, giving professional autonomy and fostering relationships. The study found that the principal’s role is multi-faceted and complex and is neither limited to the instructional leadership behaviours of the PIMRS nor to the job description of the Personnel Administration Measures (PAM). Instructional leadership functions not measured by the PIMRS, such as the appointment of teachers, selection of pupils, engaging with stakeholder groups, establishing internal coherence and building trust by sharing instructional leadership practises with senior teachers were very important. School leaders internalize the expectations embedded in accountability systems and have woven these into an internal set of expectations and responsibilities that represent the school’s internal accountability systems. The thesis concludes with the view that both shared leadership and instructional leadership are important as they are indirectly related to pupil achievement. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape TI - Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape UR - http://hdl.handle.net/11427/13354 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13354
dc.identifier.vancouvercitationMillar DJ. Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13354en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleInstructional leadership of principals in high performing secondary schools in Cape Town, Western Capeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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