Managing teaching and learning: integrating instructional and transformational leadership in South African schools context

• Published in: International journal of educational management Vol. 35; no. 5; pp. 1048 - 1062
• Main Authors: Shava, George, Heystek, Jan
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Publishing Limited 21.06.2021; Emerald Group Publishing Limited
• Subjects: Academic Achievement; Administrator Attitudes; Behavior; Curricula; Educational Change; Educational Environment; Educational Improvement; Educational leadership; Educational objectives; Educational Quality; Elementary Secondary Education; Employees; Foreign Countries; Instructional Leadership; Leadership Role; Learning; Learning Processes; Lifelong Learning; Organizational Change; Outcomes of Education; Principals; Rural Schools; School Culture; School principals; Students; Teachers; Teaching; Teaching Methods; Transformational Leadership; Values; South Africa; Leadership; Transformational leadership; School climate; Instructional leadership; Principal; Culture of teaching and learning
• ISSN: 0951-354X; 1758-6518
• DOI: 10.1108/IJEM-11-2020-0533

PurposeThe 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/approachThe 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.FindingsFindings 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/implicationsThe 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 implicationsThe 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 implicationsThe 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/valueThis 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.