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«by SILVIA GONAONE MAKGONE submitted in accordance with the requirements for the degree of MAGISTER TECHNOLOGIAE in the subject HUMAN RESOURCE ...»

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Sheppard (as cited by Hallinger, 2005:14) stated that when teachers perceive principals’ instructional leadership behaviours to be appropriate, they grow in commitment, professional involvement, and willingness to innovate. Thus, instructional leadership can itself be transformational.

This research is significant as it will add to the local literature that lacks in the area of school leadership and its relationship to student achievement, but rich in resources regarding school leadership in general.

Namibia’s education is generally perceived as substandard due to the poor academic results in secondary and senior secondary schools. It is therefore that the researcher found it necessary to look at leadership in schools and its impact on student achievement. It is believed that principals of schools will use the material to make selfassessment and know which function they had to work on to transform or deliver the expected results in their respective schools.

5.6 Policy and other Recommendations This section draws policy implications from the research findings on the relationship between principal instructional leadership and the students’ academic performance.

Through different data collection methods used during the study, administrative proof (documentation) could be seen that confirms the activities, but school principals should be able to align the strategies and activities of the school with the school’s academic mission. Thus instructional leaders focus not only on leading, but also on managing.

Strategies should be developed where principals must use most of their time observing classroom practices (effective teaching and effective learning), promoting discussion about instructional issues, and emphasising the use of test results for monitoring student progress and school programme improvement.

Allocate time to activities aimed at improving teachers with the desired quantity and quality of feedback on their teaching after classroom observation. This action is consistent with Heck (1992:30) who found that the amount of time principals spent in classrooms and the quality of their feedback to teachers were important predictors of school achievement in a different cultural context.

Schools need to be assisted to set clear visions, tailor made mission statements, and collective academic goal setting that will trigger academic performance and ownership of the whole process in the school environment. This is in line with what Bennis and Nanus (as cited by Sergiovanni, 2001) said, when they mentioned that, a compelling vision is the key ingredient of leadership among heads of the highly successful organisations he studied.

Existing educational documents like the “National Standards and Performance Indicators for Schools in Namibia” and others need to be made available at schools.

Principals need to be made aware of the existence of these documents and have these clarified to them so that they can be fully implemented during class visits.

Professional development of the teachers should be given the needed attention so that the teachers can be motivated through incentives and the needed in-service training to be given to sharpen them for the daily tasks implementation.

Urgent transformation is to be made at poorly performing schools. Principals should be trained in instructional leadership that can help the schools to attain good academic achievement.

5.7 Future research The study demonstrated the teacher and inspectors’ perception of the leadership of the principal, while future research could look at principals assessing their instructional leadership.

Future research (quantitative) could also compare the instructional leadership of principals of highly performing and poorly performing schools.

Although the schools identified were from one Region to minimise demographics and other factors on the data, future research could compare schools from different regions, or across different groupings such as urban and rural.

Research could also look into other factors influencing academic excellence and how leadership influences those factors.

5.8 Conclusion Different literature acknowledged that instructional leadership role of the principal is one key element in a conceptual framework that recognises the importance of the school’s social and environmental milieu in determining student achievement.

The existing PIMRS instrument that tests instructional leadership of principals was used to determine which leadership functions are demonstrated by the principals of the three identified schools.

The study thus investigated the instructional leadership behaviours of school principals as perceived by teachers and inspectors. The analysis indicated that both teachers and inspectors perceived that most leadership functions were not being demonstrated by the principals. With regard to the null hypotheses, it was found that both were rejected as the finding was that there is relationship between the instructional leadership of the principal and academic performance of the learners and also that there is relationship between the instructional leadership of the principal and academic performance of the learners as perceived by teachers and the inspectors.

There is thus no dispute that instructional leadership of the principals supported by other variables in the school can lead to academic improvement in schools resulting in principals being classified as strategic and effective principals.





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LIST OF APPENDICES

–  –  –

4. Write down the Mission of your school.

______________________________________________________________________

________________________________________________________________

How many times did the current principal observe your class presentation in his/her term of office?

______________________________

5. What is the overall target (pass) percentage set for your school for 2011?

______________________________

PART B Complete Part B by ticking the appropriate box that describes the actions of your principal.

To what extent does your principal…?

–  –  –

17. Discuss the item analysis or tests with the 1 2 3 4 department and subject-heads to identify strengths and weaknesses in the instructional program

–  –  –

An evaluation of strategic leadership in 3 selected Omaheke schools and its contribution to academic performance NAME OF SCHOOL:_________________________________

The purpose of the study is to examine the potential relationship between perceived principal instructional leadership behavior and student academic achievement.

The study is intended to be of great help within the problems phased in our Education System. It is therefore that you are requested to complete this questionnaire which will only take 10 minutes of your time.

Please be as objective as possible as your information is anonymous.

Tick in the box that you think describe the principal best.

You as inspector, how do you perceive the actions of the principal under your supervision?

To what extent does he/she ….?

–  –  –

20. Provide teachers with materials and professional 1 2 3 4 development necessary to be successful

THANK YOU FOR TAKING PART IN THIS SURVEY!!!

–  –  –

NAME OF SCHOOL:-------------------------------------The purpose of the study is to examine the potential relationship between perceived principal instructional leadership behavior and student academic achievement.



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