Managing to learn: instructional leadership in South African secondary schools

Abstract

This article reports on an empirical study of the management of curriculum and instruction in South African secondary schools. Drawing on data collected from 200 schools in 2007, a series of regression analyses tested the relationship between various dimensions of leadership and student achievement gains over time. Whilst the research confirms what we do know about school management in South Africa, and aligns with much of the international research base, the strong emphasis that emerges on school–community relations offers important insights for school management development.

Keywords:

• school leadership and management
• student achievement
• South Africa
• school community

Notes

1. Under apartheid schools were classified, and resourced, according to the racial grouping they were intended to serve. Different racial groupings and ‘tribal areas’ had different administrations for their education systems. These former departments numbered 19 in total. Schools that participated in the study represented five of these different departments. Former House of Assembly (HOA) schools for students classified ‘white’; House of Representatives (HOR) schools (for students classified ‘coloured’), Department of Education and Training (DET) schools for ‘black’ classified students, and ‘Ciskei’ and ‘Transkei’ schools for those belonging to these formerly designated ‘tribal areas’. New schools, established after 1994, also formed part of the sample. These designations are reflected in Table 2.

2. Using the stricter criterion of p < 0.01 to determine significance only parental valuing of education remains significant.