scholarly journals School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

2020 ◽  
Vol 19 (9) ◽  
pp. 39-57
Author(s):  
Paul Nwati Munje ◽  
Maria Tsakeni ◽  
Loyiso C Jita
Keyword(s):  
School Leadership ◽  
South African ◽  
Distributed Leadership ◽  
Teaching And Learning ◽  
Power Dynamics ◽  
Learner Performance ◽  
Role Players ◽  
And Mathematics ◽  
Effective Teaching And Learning ◽  
School Heads

The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.

Conceptualizing a Leadership Style for Promoting the Teaching and Learning of Mathematics in Rural Secondary Schools

2019 ◽  
pp. 261-285
Author(s):  
Zingiswa Mybert Jojo
Keyword(s):  
Secondary Schools ◽  
School Leadership ◽  
South African ◽  
Leadership Style ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Instructional Leaders ◽  
Mathematics Classrooms ◽  
Effective Teaching And Learning

Mathematics teachers serve as instructional leaders in their classrooms to ensure effective teaching and learning of mathematics. This chapter chronicles the conceptualization of a leadership style that promote the teaching and learning of mathematics in rural secondary schools. In this chapter, a prediction of a leadership style that can transform underachieving rural secondary schools for the promotion of teaching and learning of mathematics is presented. In addition, the interaction between transformational and instructional leadership effects in the mathematics classroom are discussed. The chapter defines leadership in mathematics teaching, discusses leadership for the mathematics classroom, presents how leadership was introduced in South African schools, followed by Mathematics instructions and leadership, and principal's perceptions on school leadership and its links to or effects on mathematics performance. Finally, the chapter suggests applied transformational leadership as a proposed tested model that has yielded a good performance in rural mathematics classrooms.

scholarly journals Roles And Challenges of Secondary School Instructional Leadership for the Achievement of Student Learning: The Case of South Gondar Administrative Zone, Amhara Region, Ethiopia

2014 ◽  
Vol 1 (1) ◽  
pp. 48-69 ◽  
Author(s):  
Misganaw Alene Tsegaye ◽  
Birara Asnakew Moges
Keyword(s):  
Instructional Leadership ◽  
Secondary School ◽  
Student Learning ◽  
Distributed Leadership ◽  
Teaching And Learning ◽  
The South ◽  
Teachers And Students ◽  
Effective Teaching And Learning ◽  
School Heads ◽  
South Gondar

This study examined the roles and challenges of secondary school instructional leadership for the achievement of student learning in some selected schools in the South Gondar, Ethiopia. The researchers used a descriptive research design of survey type and gathered data through questionnaire and interview. The sample of this study comprises; principals, unit leaders, teachers and students in eight secondary schools in the South Gondar Zone. Thus, one hundred seventy five (175) teachers, seventy five (75) instructional leaders (20 principals, 11 unit leaders & 44 department heads), two hundred eighty five (285) students and eleven (11) officials at regional and district level were selected. Five research questions guided the study. The data collected were analyzed through the computation of percentages. Findings indicated significant relationships between distributed leadership and school goal achievement; teachers’ professional development; instructional programme management; effective teaching and learning; and promotion of school climate which include facilitating and understanding of the lesson, create an interesting environment with high class participation. Based on this finding, school heads/authorities should make it mandatory that distributed leadership should be adopted in such a way that everyone in schools is empowered to make his or her job more efficient, meaningful, and effective.

scholarly journals The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review

2018 ◽  
Vol 8 (4) ◽  
pp. 217
Author(s):  
Inmaculada García-Martínez ◽  
José Ubago-Jiménez ◽  
Jesús López-Burgos ◽  
Pedro Tadeu
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Student Performance ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Organizational Structures ◽  
Teacher Professionalism ◽  
Educational Improvement ◽  
Positive Leadership ◽  
And Mathematics

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.

scholarly journals Leadership practices for Professional assistance of teachers in secondary schools

2018 ◽  
Vol 2 (4) ◽  
pp. 6-10
Author(s):  
Fakhra Aziz ◽  
Uzma Quraishi ◽  
Moafia Nader
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Active Role ◽  
Experienced Teachers ◽  
Innovative Strategies ◽  
The Government ◽  
Professional Assistance ◽  
Effective Leadership Practices ◽  
School Heads

The present study aimed to explore the leadership practices for  professional assistance of secondary school teachers.It was assumed that leadership active role in various types of  teachers’ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports  that school heads play a significant role in teachers’ professional assistance but it was limited to instructional  and professional areas only.  Teachers’ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector  facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of  experienced and newly inducted teachers were  also found.Female newly inducted teachers receive more facilitation from their heads  as compare to male . Same case is reported for professional assistance of experienced teachers.   The present study suggests a need based training  program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

scholarly journals Implementing the Astronomy Education Research

2005 ◽  
Vol 13 ◽  
pp. 1032-1036
Author(s):  
Leonarda Fucili
Keyword(s):  
Elementary School ◽  
Education Research ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
School Level ◽  
Astronomy Education ◽  
And Mathematics ◽  
Effective Teaching And Learning

I think there is nothing like the study of astronomy to capture the imaginations of our students, to make them understand phenomena, and to introduce them to the fundamental ideas and methods of science and mathematics. In my presentation, I will examine my research on effective teaching and learning of astronomy at the elementary school level, and how I have implemented my research in my work with students, teachers, and curriculum.

School Inspection for Quality Leadership, Teaching, and Learning in South Africa

2020 ◽  
pp. 234-250
Author(s):  
Sharon Thabo Mampane
Keyword(s):  
Effective Teaching ◽  
Student Performance ◽  
South African ◽  
Teaching And Learning ◽  
Student Support Services ◽  
Learning Support ◽  
Pass Rates ◽  
School Inspection ◽  
Improve Student Performance ◽  
Effective Teaching And Learning

South African secondary schools have gradually increased access to a diverse number of students, but that has not led to a related increase in student success. Several factors contribute to low throughput and pass rates, and these include, among others, poor leadership, under-preparedness of students to pursue their education, lack of effective instruction, and inadequate access to student support services. The above-mentioned factors are important, but the key to improving throughput and pass rates in secondary education lies in ensuring quality leadership for effective teaching and learning through school inspection. Teaching and learning should be informed by institutional approaches that translate leadership into effective teaching and learning practices and learning support for students. This chapter will address school inspections as well as identify the constraints and enablers of leadership for teaching and learning to improve student performance.

scholarly journals Perceptions of teacher education students at a South African university on the relationship between culture and education: implications for social justice

2017 ◽  
Vol 82 (3) ◽  
Author(s):  
Kevin Teise ◽  
Gregory Alexander
Keyword(s):  
South Africa ◽  
Social Justice ◽  
South African ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Education Students ◽  
Just Society ◽  
Effective Teaching And Learning ◽  
The Relationship ◽  
Diverse Cultures

The Constitution of South Africa envisions a socially just society. However, realising this requires an education context that amongst other things, celebrates and promotes cultural diversity. Widely known as the rainbow nation, South Africa is home to diverse cultures, both from within and from all over Africa and the rest of the world. This fact poses particular challenges to education, which is not only required to provide a multi-cultural educational context conducive to effective teaching and learning, but also to promote social justice. However, indications are that SA education fails dismally to achieve both ends. We argue that part of the reason for this failure is the inability of (pre-service) education students to understand, acknowledge and validate the intrinsic relationship that exists between culture and education. As such, they hamper efforts to realise social justice through education. In this paper we report on the perceptions regarding the relationship between culture and education of third- and fourth-year education students at a university in South Africa. We conducted quantitative research amongst a culturally diverse group of students; 266 in total. Findings suggest that students have a limited understanding of this relationship, in spite of the efforts both this university, as well as the education authorities’ attempts. The paper concludes with recommendations for enhancing sensitivity amongst education students about the relationship between culture and education, and the possible implications for social justice as a result of ignorance of this issue.

scholarly journals Principal leadership and school performance: Intergrating instructional and transformational leadership in South African schools context

2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
George Nervious Shava
Keyword(s):  
Transformational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
School Performance ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Leadership Model ◽  
Learner Performance ◽  
Leadership Models ◽  
Quality Learning

This study aimed to examine the integration of instructional and transformational models of leadership in sustaining school improvement. The question of how the integration of instructional and transformational leadership in schools can influence learners' performance has received a significant amount of interest among researchers. Literature reviews have found two key approaches: educational and transformational leadership models to establish the most appropriate school leadership model. Therefore, this article reports on qualitative research used to arrive at an in-depth understanding of integrating instructional and transformational leadership in enhancing school performance. Data was collected through semi-structured interviews with principals in one educational province. Purposive sampling techniques were used to select participants for the study. Findings from the study established that integrating the two models had the potential to enhance learner performance. This study has shown that the integration of instructional and transformational leadership models led to a climate that promotes a culture of teaching and learning, hence increasing quality learning outcomes.

School leadership and local learning contexts in South Africa

2018 ◽  
Vol 48 (3) ◽  
pp. 459-477 ◽  
Author(s):  
Tia Linda Zuze ◽  
Andrea Juan
Keyword(s):  
Academic Achievement ◽  
School Leadership ◽  
South African ◽  
Teaching And Learning ◽  
Management Practices ◽  
Economic Status ◽  
School Setting ◽  
Leadership And Management ◽  
The Relationship

International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.

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