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

Abstract

Purpose

The 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/approach

The 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.

Findings

Findings 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/implications

The 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 implications

The 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 implications

The 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/value

This 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.

Citation

Shava, G. and Heystek, J. (2021), "Managing teaching and learning: integrating instructional and transformational leadership in South African schools context", International Journal of Educational Management, Vol. 35 No. 5, pp. 1048-1062. https://doi.org/10.1108/IJEM-11-2020-0533