Abstract
High school science and mathematics achievements in high-stakes testing environments are often characterised by poor performance and reduced participation by learners. The poor performance and reduced participation by learners in science and mathematics is often on the school improvement agendas. Making sense of how to improve learner achievements in science and mathematics is a school leadership function in addition to being a function of classroom practice. This study used an integrated model of school leadership to explore how a Pretoria high school made sense of how to achieve and maintain high learner performance in science and mathematics under the pressures of high-stakes testing. The single case study was purposely selected for consistently achieving high learner performance in science and mathematics. Narratives were elicited from conveniently selected positional leaders, a science teacher and a mathematics teacher. The study highlights integrated school leadership practices for resource and material mobilisation, fit-for-purpose teacher professional development and cultivation of a school culture defined by attitudes, values and work ethics to achieve and maintain high performance is science and mathematics. A recommendation for a further study is made.
Highlights
Under-achievement is notably very high for secondary school science and mathematics in South Africa (Maree, Aldous, Hattingh, Swanepoel & van der Linde, 2006; Ndlovu, 2011)
The emphasis is placed on raising participation and achievement of previously disadvantaged learners in senior certificate mathematics and science, providing quality science and mathematics education at general education and training (GET) and further education and training (FET) phases and developing the human capital to teach science and mathematics (Mushayikwa, 2009)
The findings of this study are discussed under six themes which are (1) material mobilisation for science and mathematics classrooms, (2) school-based professional development on mastery of content, (3) professional development organised by a teachers’ labour union (4) districtbased professional development focusing policy and scheduling of work, (5) managing school activities to protect teaching time, and (6) Enacted school culture for high-stakes testing
Summary
Under-achievement is notably very high for secondary school science and mathematics in South Africa (Maree, Aldous, Hattingh, Swanepoel & van der Linde, 2006; Ndlovu, 2011). Some of socio-historical factors have had an enduring impact on science and mathematics achievement in stratified societies such as South Africa (Khupe, Balkwill, Osman, & Cameron, 2013). South Africa faces critical shortages of students with learner attainments that can allow them to be placed successfully in higher education to pursue careers in STEM (Maree et al, 2006; Ndlovu, 2011). The emphasis is placed on raising participation and achievement of previously disadvantaged learners in senior certificate mathematics and science, providing quality science and mathematics education at general education and training (GET) and further education and training (FET) phases and developing the human capital to teach science and mathematics (Mushayikwa, 2009)
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