Abstract
This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges.
 
 
 Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership
Highlights
Factors affecting school improvement are likely to differ between urban, suburban, and rural schools (Dolph, 2017). Donaldson and Weiner (2017, p. 65) described these factors as “... difficult, context-specific, and incremental”
This study explores the issues and challenges influencing school improvement opportunities for Science and Mathematics in selected high schools of South Africa
Purposive sampling was used to select schools from middle- and low-income neighbourhoods to allow for triangulation of the issues and challenges that affected school improvement opportunities for Science and Mathematics based on the differing contexts
Summary
Factors affecting school improvement are likely to differ between urban, suburban, and rural schools (Dolph, 2017). Donaldson and Weiner (2017, p. 65) described these factors as “... difficult, context-specific, and incremental”. The overwhelming argument is that the political elite, with limited practical educational experiences, overshadow the design of educational policies (Govender, 2008; Makoelle, & Sabata, 2019; Molapo, & Pillay, 2018; Moswela, & Kgosidialwa, 2019) This creates gaps between policy and practice because policy designers do not consider contextual realities in individual schools, resulting in teachers being caught between contextual realities and policy expectations during implementation (Bayeni, & Bhengu, 2018). Grounded in these allegations, teachers refute claims that poor learner performance resonates from the poor quality of teachers and teaching (Mouton, Louw & Strydom, 2013; Thaba-Nkadimene, & Mmakola, 2019). Leoisa and Jita (2020) argued that teacher interpretation of policy tenets is to blame for implementation challenges
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