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Departments' Instructional Leadership Role in Primary Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Departments' Instructional Leadership Role in Primary Schools./
作者:	Hauptfleisch, Monique.
面頁冊數:	1 online resource (100 pages)
附註:	Source: Masters Abstracts International, Volume: 84-02.
Contained By:	Masters Abstracts International84-02.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29237370click for full text (PQDT)
ISBN:	9798841563105

Departments' Instructional Leadership Role in Primary Schools.
Hauptfleisch, Monique.

Departments' Instructional Leadership Role in Primary Schools. - 1 online resource (100 pages)

Source: Masters Abstracts International, Volume: 84-02.

Thesis (M.Ed.)--University of Johannesburg (South Africa), 2022.

Includes bibliographical references

The South African education system is characterised by poor learner performance; the structure of Continuing Professional Teacher Development (CPTD) programmes; poor communication among various stakeholders; inadequate resources; incompetent heads of departments (HoDs); inferior teacher training; and the lack of support from the Department of Education (DoE). Using qualitative research within an interpretivist paradigm, this study explored teachers' experiences of their HoDs as instructional leaders in primary schools. HoDs are unclear of their roles and responsibilities, and they therefore have problems in balancing management demands and curricula and instruction. HoDs should take on an instructional leadership role and ensure that teachers provide effective teaching to improve learner performance. When teachers experience problems in teaching, HoDs are required to provide professional development programmes. Twelve teachers, purposefully selected from four primary schools, were interviewed. Three themes emanated from the study: Understanding the concept instructional leadership; the instructional leadership roles of HoDs; Teachers' expectations of their HoDs in their instructional leadership role. Findings showed that participants had a good understanding of the concept instructional leadership and were also aware of the importance of HoDs taking on an instructional leadership role. One of the primary responsibilities of HoDs is to effectively implement the Integrated Quality Management System (IQMS) with the view to identifying the pedagogical needs of teachers and providing CPTD. The study also showed that the DoE provided insufficient professional support to HoDs and teachers. The study recommends that HoDs and teachers need to effectively implement the IQMS policy. Teachers must carefully select an effective staff development team (SDT) which includes the HoD and peers who have expertise in the teacher's field. The HoD and SDT should work collaboratively to provide professional development programmes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841563105Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Departments' Instructional Leadership Role in Primary Schools.
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245 1 0 $a Departments' Instructional Leadership Role in Primary Schools.
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500 $a Source: Masters Abstracts International, Volume: 84-02.
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504 $a Includes bibliographical references
520 $a The South African education system is characterised by poor learner performance; the structure of Continuing Professional Teacher Development (CPTD) programmes; poor communication among various stakeholders; inadequate resources; incompetent heads of departments (HoDs); inferior teacher training; and the lack of support from the Department of Education (DoE). Using qualitative research within an interpretivist paradigm, this study explored teachers' experiences of their HoDs as instructional leaders in primary schools. HoDs are unclear of their roles and responsibilities, and they therefore have problems in balancing management demands and curricula and instruction. HoDs should take on an instructional leadership role and ensure that teachers provide effective teaching to improve learner performance. When teachers experience problems in teaching, HoDs are required to provide professional development programmes. Twelve teachers, purposefully selected from four primary schools, were interviewed. Three themes emanated from the study: Understanding the concept instructional leadership; the instructional leadership roles of HoDs; Teachers' expectations of their HoDs in their instructional leadership role. Findings showed that participants had a good understanding of the concept instructional leadership and were also aware of the importance of HoDs taking on an instructional leadership role. One of the primary responsibilities of HoDs is to effectively implement the Integrated Quality Management System (IQMS) with the view to identifying the pedagogical needs of teachers and providing CPTD. The study also showed that the DoE provided insufficient professional support to HoDs and teachers. The study recommends that HoDs and teachers need to effectively implement the IQMS policy. Teachers must carefully select an effective staff development team (SDT) which includes the HoD and peers who have expertise in the teacher's field. The HoD and SDT should work collaboratively to provide professional development programmes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
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650 4 $a Teaching. $3 517098
650 4 $a Innovations. $3 754112
650 4 $a School environment. $3 541935
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650 4 $a Education. $3 516579
650 4 $a Elementary education. $3 641385
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710 2 $a University of Johannesburg (South Africa). $3 3555351
773 0 $t Masters Abstracts International $g 84-02.
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