Determining the Challenges of Implementing Instructional Leadership in Township Secondary Schools in the Western Cape: A Case Study

Abstract

In this empirical paper, the researchers determine the challenges experienced by township secondary school principals in the Western Cape, in implementing instructional leadership. The background to this paper is that there are challenges in the implementation of instructional leadership in township secondary schools which leads to learners performing poorly in the National Senior Certificate (NSC) exam. The study is couched in the theoretical framework of Critical Emancipatory Research which advocates peace, hope, equality, freedom, and social justice. A transformative paradigm under the qualitative approach and participatory action research design was adopted to analyse the experiences of the stakeholders of the research school. A focus group discussion was conducted with the school management team (SMT) of a particular secondary school in the Metro East Education district in the Western Cape. This SMT comprised eight members, including the school principal. The findings revealed that ineffective communication and a lack of clear goals are the primary causes of challenges to the effective implementation of instructional leadership. Contrary to this, effective communication and formulation of clear goals can alleviate the challenges experienced in instructional leadership. Considering the findings, the study argues that effective communication, and a formulation of clear goals, are a prerequisite for the implementation of effective instructional leadership in schools. This study contributes to the body of research on the challenges of implementing effective instructional leadership from the township context in the Western Cape province in South Africa. Keywords: instructional leadership, critical emancipatory research, participatory action research, learner achievement, teamwork.