Investigating the Barriers to Implementing Instructional Strategies by Primary School Principals - A Qualitative Inquiry

Abstract

Abstract This article reports on barriers to implementing instructional strategies by primary school principals in Gauteng Province, South Africa. The research was done in schools in Tshwane South Province of Gauteng, in South Africa; and it utilizes a qualitative study approach involving an interview with fifteen experienced school principals. The research used purposive sampling in selecting 15 school principals that are highly experienced from among 131 primary schools. This study is an endeavour to explore the idea of instructional leadership performed by principals of these schools. The findings are pertinent and valuable for those who are involved in the field of education, such as policymakers, researchers, and school principals. The identified challenges highlighted in the study are limited resources, non-compliance, inflexible processes, communication problems and lack of adequate technological skills. Moreover, the personal beliefs defined by past experience, educational system changes and school management alongside insufficient program training programs refer to obstacles of strategy implementation for principals. Finally, this paper provides recommendations for policymakers and principals on addressing the various barriers to implementing instructional strategies in primary schools in Gauteng Province. The study provides a deep understanding of the complicated field of instructional leadership in primary schools that seeks to enrich policy and practice for effective education results within Gauteng province.