School Teams Research Articles

Using Tuckman’s theory to manage small business teams in a time of rapid change

Purpose This study aims to explore organisational practices experienced within small groups during a period of rapid change. It explores links between Tuckman’s theory and staff behaviour during the COVID-19 pandemic, framed by the context of childcare. Design/methodology/approach Action research is mobilised with the researcher part of the research process, tracking and innovating the company throughout change. Findings Key practices are examined and analysed for their relevance to how small groups operate today. The relevance of the theoretical underpinning which can be seen in Montessori childcare may have universal application within small groups in any business sector. Research limitations/implications This study is limited to one business within a single sector. Other sectors and small group settings should be studied in future research for a broader understanding. Practical implications Tuckman’s theory provides a guide for aspiring managers to assess the direction small groups will follow when major and rapid change occurs. This study specifically investigates the direction taken by a team during the COVID-19 pandemic and identifies links between the different stages of team development. Social implications The findings provide insights into team development and Tuckman’s theory, which can inform decision-makers in Montessori settings. Originality/value Montessori literature currently features no main analysis regarding the links between small group development such as Tuckman’s theory and Montessori settings. This study highlights the links observed specifically during the pandemic in terms of the business direction the small Montessori school team took.

The power of scheduling in middle school teaming: Flexibility, creativity, and student-centered learning

The power of scheduling in middle school teaming: Flexibility, creativity, and student-centered learning

SUPPORT SYSTEM AS A PREREQUISITE FOR THE SUCCESSFUL ADAPTATION OF NOVICE TEACHERS

The process of adaptation of any person to the new place of work is an important stage that contributes to the further motivation both to stay in a particular place of work and to continue to be a representative of the chosen profession. Encouraging novice teachers to remain in their chosen profession is the actuality of the modern educational space. It is therefore important to evaluate all possible support tools and resources for the adaptation of novice teachers, as well as to identify opportunities for their useful, meaningful and targeted use. Thus, the questions become relevant: "What factors contribute to the adaptation of a novice teacher in a general education school?" and "What support system is needed for the successful adaptation of novice teachers in general education schools?".This article, without excluding other possibilities and probabilities, will examine the factors contributing to and hindering the successful adaptation process of novice teachers who started working in general education schools, the offer of support measures from both a historical and contemporary perspective, choosing the situation of the Latvian state as the basis for the study. The importance of the support system for the successful adaptation of novice teachers will also be highlighted. The research is based on the study of theoretical literature and the personal experience of the author of the publication (as a novice teacher).The aim of the article is to study the offer of existing support systems for novice teachers, based on periodicals, various scientific publications, legislative regulations, OECD and other educational studies, as well as the content analysis of other historical sources, and to identify elements of the model of successful adaptation of novice teachers. This will become the basis for further empirical research, the result of which will be the development of an adaptation model for novice teachers. The research method: theoretical analysis of scientific literature and sources. As a result of theoretical research, based on the content analysis of various historical sources and international research, the following elements of the support system have been identified as the most important: participation in mentoring introductory programmes, the attraction of a teacher-mentor from an educational institution, introductory training, opportunities for self-expression, the quality of mutual relations in the school team. More on these and other aspects of the adaptation of novice teachers in the main part of the article.It should be noted that the study was conducted within the framework of the educational situation in Latvia, therefore, further research would be necessary to confirm the results in the international educational context.

Education in an Inclusive School: Limitations and Risks

In the article, the author raises the question of the specifics of the organization of education in an inclusive school, defines the limitations and risks of this process. Based on domestic legislation, domestic and foreign authors, the article formulates a set of features of an inclusive school. The lack of consideration of the risks of education in an inclusive school can lead to undesirable consequences in the educational process not only for children with disabilities, but also for other students. The purpose of the article. The purpose of the article is to identify problem areas, risk situations and limitations in the organization of the educational process in an inclusive school. Methodology and methods of research. The article examines the issues of education in an inclusive school from the standpoint of socio-pedagogical and inclusive approaches. Some issues of the organization of an inclusive educational system are based on concepts about the educational space, the way of school, and the culture of the educational organization. In the course of the research, methods of theoretical analysis, synthesis, collection of empirical material through observation, pedagogical reflection, etc. were used. The results of the study. The author characterizes the limitations of education in an inclusive school, which are systemic, but are not defined or difficult to determine in the process of introspection of an educational organization. Among them are the peculiarities of the nosology of students, the substitution of the upbringing of children with disabilities only with correctional and developmental activities, the specifics of the inclusion of children with disabilities in the school team. The characterization of restrictions allows us to identify the risks of education in an inclusive school, which, in turn, create conditions for changing the nature of education to an inappropriate inclusive approach, that is, excluding students with disabilities from certain types of activities. Conclusion. In conclusion, conclusions are drawn about the results of the analysis of education in an inclusive school.

QUALITIES OF THE SCHOOL PRINCIPAL AS A FORMAL AND INFORMAL LEADER (TEACHERS' AND STUDENTS' VIEWPOINTS)

Leadership in the modern school organization is key to forming a school team committed and motivated to fulfill the strategic goals of the institution, for its development and improvement of the organizational culture. The school principal is a leader by virtue of the authority given to him by holding the position, called to make management decisions. He can have "innate" qualities of a leader or acquire and develop them with the help of trainings and qualifications. Regardless of what type of leader the head is, he must build a vision for the development of the organization and motivate employees to follow it, create conditions for shared knowledge and achieve quality education and effective development of the institution with the participation of pedagogical specialists, parents, interested countries etc. For this purpose, the school director should possess certain qualities, which are the subject of research in this article. A survey conducted among teachers and students ranked the leadership qualities of the informal and formal leader in the educational institution. The most significant qualities according to the opinion of the respondents were analyzed and a comparison was made between the opinions of future and current teachers. The conclusions of the comparative analysis show the priority qualities of the formal and informal leader, as a result of which recommendations are given related to the characteristics of the leader, which must be possessed and developed for purposeful and effective performance of the position of director and for the fulfillment of the goals of the organizational strategy of the school.

أثر استخدام استراتيجية دمج الأقران في تنمية المهارات الاجتماعية لدى الأطفال التوحديين: دراسة تجريبية على عينة من طلاب صف التوحد بمدرسة الحد الابتدائية للبنين

This study aimed to investigate the effect of using the peer integration strategy in developing social skills in autistic children, by answering the following main question: What is the effect of using the peer integration strategy in developing social skills in autistic children? To answer the main study question included in the context of this study, the researcher in this study followed the quasi-experimental approach that relies on studying the phenomenon as it exists in reality, and is based in its original construction on experimental application; to obtain data from its primary sources through a questionnaire that was designed according to the scientific steps approved in this regard, as it was applied to the study community consisting of all autism students registered in government schools in the Kingdom of Bahrain in the academic year 2022/2023 AD, numbering (106) male and female students according to official statistics issued by the Ministry of Education in the Kingdom of Bahrain. By selecting (5) autism students registered at Al-Hadd Elementary School for Boys in the academic year 2022/2023, with mild and moderate autism, and selecting (5) normal students to play the role of peers, as they were chosen by classroom teachers and subject teachers based on their personal qualities that qualify them to play the role of peers, their high academic level, their activity in school committees and teams, in addition to their personal desire to support the autism class as a deliberate sample for the study. This school was chosen because the researcher works as an assistant director in it, which made it easy for her to implement the experiment easily and smoothly, as well as bypassing many of the administrative matters required by this type of field applications. After ensuring that the study tools met their psychometric characteristics, they were applied to the target sample, and statistical analysis was conducted to extract the results. The results of the study concluded that the performance of the study individuals on the post-measurement items was better than their performance on the pre-measurement items, as the arithmetic mean of their scores on the post-measurement items was (2.72) with a standard deviation of (0.09), while the mean scores of the study individuals after applying the experiment to them on the pre-measurement items was (2.48) with a standard deviation of (0.06). The results of the study also showed that the calculated value of (z) indicates the presence of statistically significant differences at a significance level (@=0.05) in the average scores of the study members related to the effectiveness of the training program in developing social skills in children on the pre- and post-measurement items, meaning that the applied training program affected the performance of the study members.In light of the results reached by the study, it recommends working on training families of autistic children through workshops and training courses and involving them in the design and implementation of educational programs. As well as training autistic children on social skills at an early age to help them rely on themselves in their daily lives.

Caring coaching climates emerge as key factor in promoting high school athletes’ well-being and motivation, complimented by a task-involving climate

ABSTRACT When coaches utilise evidence-based practices, the benefits to athletes often extend far beyond the physical. Achievement goal theory has provided insight into which coaching practices facilitate and which hinder youth development. This investigation assessed whether the perceived motivational climate (caring, task-involving, and ego-involving climates; CCs, TICs, EICs) on high school teams are related to athlete well-being and motivation. Athletes (N = 181; M = 15.71 y.o.) completed a questionnaire mid-season. For both the girls’ and boys’ teams, CCs were negatively linked to shame, psychosocial stress, and depression while TICs were positively linked to state coping appraisals and motivation to continue, after controlling for the nested structure of the data. For athletes on girls’ teams (n = 129), CCs were negatively associated with state stress appraisals and positively associated with feeling that their coach cares about what happens to them, state coping, enjoyment, and motivation to continue. For girls’ teams, TICs were positively associated with enjoyment and negatively associated with state stress and life stress. For boys’ teams, CCs were negatively associated with life stress, while EICs were negatively linked to feeling that their coach cares about what happens to them. These results suggest coaches should create CCs and TICs to elicit adaptive motivational responses and foster greater well-being in youth. More than a third (36.5%) of boys’ teams athletes and 24.0% on girls’ teams reported to some extent that their coach is one of the only adults who cares about them, underscoring the critical role coaches can play during adolescence.

Interprofessional Practice in the Schools for Students With Traumatic Brain Injury

Purpose: This clinical focus article discusses the roles and responsibilities of professionals involved in the support of children with traumatic brain injury (TBI) in the public schools. Application of each profession, including speech-language pathology, to children at different ages is explored. Two case studies, with example Individualized Education Program goals, are used to highlight the integration of the interprofessional team in caring for the child with TBI. Conclusions: The interprofessional team is instrumental in helping a child with TBI be successful in the public school. Each discipline shares their expertise with the others to provide an integrated plan specific to the child. This plan provides treatment, support, and what the child needs to learn and grow. Difficulties arise when a discipline is not part of the team, the team has poor communication, and there is a gap between the medical team, the school team, and the family/caregivers. Early identification and management of children with TBI, tailored educational plans, and sustained collaboration throughout the child's schooling are associated with improved educational outcomes.

СОЦІАЛІЗАЦІЯ ДІТЕЙ ТА МОЛОДІВ НЕДІЛЬНИХ ШКОЛАХ УКРАЇНИ (ДРУГА ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТОЛІТТЯ)

The article, based on the analysis of historical and pedagogical sources, reveals the history of the formation and development of Sunday schools in Ukraine in the second half of the 19th - at the beginning of the 20th century as a center of socialization for children and youth. The author found out that in the history of education in the second half of the 19th- at the beginning of the 20th century a significant place is given to the educational activities of Sunday schools - non-traditional institutions of out-of-school education for children and adults, in which training took place on Sundays (for persons of Jewish nationality - on Saturdays) and holidays. Sunday schools of the researched period are considered as open public educational institutions, the principles, tasks and content of education and upbringing of which were aimed, first of all, at meeting the educational needs and requests of the people. The specificity of educational work in Sunday schools was determined, which consisted, first of all, in a special atmosphere of relations between the teacher and the student, which contributed to the socialization of children and youth. The internal rules of Sunday schools strictly prohibited corporal punishment, which, according to the teachers, hindered not only the mental, but also the moral development of students. It was proved that the constant search for flexible, constructive principles, the development and testing of new effective methods and methods of teaching and upbringing, the use of progressive achievements of Ukrainian and world pedagogy are the main components of professionalism and the main principles of the innovative activity of Sunday school teachers. The organizational principles of the activity of Sunday schools were singled out: the absence of strict internal regulations, a public approach to the management and planning of the pedagogical process, compliance with the main principle of activity – «school for students», the creation of special guardianships for the purpose of caring for students, a special atmosphere of relationships between members of the school team, humane treatment of pupils, common interests of teachers and students, etc.

School climate and “comfort in the workplace” of educational teams in private Muslim schools in France

ABSTRACT This article is based on the partial results of a study conducted in France among private Muslim schools (PMS), which have been developing slowly for the last 20 years. Through the analysis of the data collected by semi-structured interviews and in situ observations, the aim is to understand how the notion of ‘individual character’, which is a specific feature of private schools that distinguishes them from their public counterparts, contributes to a sense of well-being among the educational staff of PMSs. The religious and cultural dimensions, which are largely at the basis of the individual character of PMSs, will be examined in order to understand how they contribute to the development of this ‘comfort in the workplace’.

The feasibility of combining greening schoolyards and nutrition education in primary schools: A qualitative study.

An increasing number of children in the Netherlands is overweight or obese, which is largely attributable to an unhealthy lifestyle and unhealthy living environment. Nutrition education and greening the schoolyard, for example with a vegetable garden, have independently been studied and are shown to be effective in teaching children a healthy lifestyle and providing a healthy living environment. However, the feasibility of combining nutrition education and greening the schoolyard has not been studied yet. Therefore, this study aimed to provide insight into primary schools' vision on making this combination, and the feasibility of doing so. In this study a qualitative research design was used. The theoretical frameworks of Proctor et al. and Sekhon et al. were used to develop the interview guide. Twelve semi-structured interviews were conducted with members of school teams and school directors. The interviews were transcribed verbatim and analyzed using the thematical analysis of Braun and Clarke. According to the interviewees, three facets are essential to make the combination of greening schoolyards and nutrition education feasible and successful. Firstly, the interviewees mentioned that the school team and school directors of schools must be able to see the connection between greening the schoolyard and nutrition education. Additionally, support is needed among the parents, school team, pupils and local community. Finally, the interviewees stated that schools must be able to integrate greening the schoolyard and nutrition education into their existing curriculum. The results of this study showed that combining greening schoolyards and nutrition education in primary schools is feasible and successful when vision, support and integration are present. Future research should investigate the vision of the local community and parents on making the combination, and the effects of the combination on pupils and their environment.

BERBAGI PRAKTIK BAIK DALAM BUKTI KARYA LUARAN IN HOUSE TRAINING SEBAGAI MANIFESTASI TAHUN PRAEDICARE TIM SEKOLAH YAYASAN SANTO DOMINIKUS

One of the works of the Saint Dominic Sister is education. As Indonesian education is shifting in the paradigm, the foundation feels the urgency to equip the education team with the ability to contribute to the Indonesian education trend without losing sight of its vision and mission. One of the Indonesian education trends for teachers is the use of Platform Indonesian Mengajar (PMM - Indonesian Teaching Platform) in which the teachers are expected to take part in developing their portfolio through the platform. By the foundation, this platform is deemed to be in line with the praedicare year I (2024-2025) in which the foundation focuses on making a public declaration. In the effort to announce good practices, preliminary data indicated that few of the school team, who are expected to be role models for other teachers, have actively contributed to PMM. A deeper analysis revealed that the foundation needed to facilitate those teachers to be familiar with the application. To deal with this challenge, a one-day workshop on how to upload the portfolio and what content to be uploaded on the PMM was conducted. The results of the workshop were that all school team in YSD schools were successfully upload their portfolio.

Emotional Health Assessment in Students With Intellectual and Developmental Disabilities.

Students with intellectual and developmental disabilities (IDD) are likely to experience psychiatric symptoms, like depression, anxiety, and distress, throughout their lifetime. Due to communication differences and minimal use of specialized diagnostic assessments for anxiety and depression, emotional pain can often be overlooked or underestimated in students with IDD. This is often complicated by atypical presentations of anxiety and depression, such as externalized aggression, self-injurious behaviors, or other behavioral dysregulation, that can indicate emotional distress, physical pain, or other medical complications. School nurses play an important role in assessing for emotional and physical pain in students with IDD using assessment tools currently available and clinical judgment. Tools that have been created for use in this population may account for the diversity of communication, sensory, and developmental differences in students with IDD. Through leading education and advocacy for the interprofessional school team, school nurses can increase the access that students with IDD have to equitable emotional health evaluations and services. School nurses can also promote emotional wellness for students with IDD through the incorporation of mindful and community activities in the care plan.

“Mad Hot” Multiculturalismo: Identidad cultural dominicana a través de la música y la danza

In 1994, a ballroom dance program for 5th graders was implemented in New York public schools. By 2005, more than 6,000 kids from 60 schools in Manhattan, Queens, and Brooklyn were required to take this 10-week course. The very same year, Marilyn Agrelo directed the documentary Mad Hot Ballroom Dance (2005). The documentary tells the story of the preparation, instruction, and rehearsal of various school teams for the Colors of the Rainbows final competition. New York is one of the most multicultural states in the United States with the student population coming from different countries and backgrounds. There are Dominicans, Cubans, Puerto Ricans, European Americans, African Americans, and Asian Americans. Through the music used in this Public-School program (merengue, tango, rumba, and swing), students find an outlet for their feelings and a way to “construct their subjectivities”, as Charles Keil would suggest. It is through dance that, a public school becomes a space of alterity or paratopia; a Korean boy dances a tango with a Dominican girl, whereas a Jewish-American boy dances a merengue with an African-American girl. In this essay, I will argue, among other things, that the ballroom dance program teaches students from different races, religions, and cultural backgrounds not only how to dance but also how to mingle and interact, thus reinforcing the possibility of greater multicultural integration. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2024 by The Transformative Studies Institute. All rights reserved.]

Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools

Amid a proliferation of highly potent opioids, school systems have sought to invest in programs for preventing substance misuse. School teams often prioritize early screening and intervention to prevent student substance misuse; however, given the limited resources of many schools, it is crucial to understand the extent to which commonly available data and existing frameworks are relevant for prevention efforts. In this study, we examined (a) how commonly available data on substance misuse (office discipline referrals [ODRs]) relate to self-reported substance misuse and (b) how positive behavioral interventions and supports (PBIS) implementation across tiers relates to these substance-related outcomes. We found that self-reported substance misuse is significantly related to substance-related ODRs, but that self-report rates are much higher than ODR rates. We also found that Tier 2 PBIS implementation was associated with significantly lower rates of both self-reported substance misuse and substance-related ODRs. These findings suggest that aspects of PBIS implementation could be beneficial in preventing substance misuse, but more research is needed to understand what specific school-based practices best address these student behavioral health needs.

Readiness Framework for Behavioral Strategies: Assessing Low-Intensity Approaches Prior to High-Intensity Interventions

Challenging behavior can impact the learning environment and prevent educators and students from demonstrating behavioral and academic success. Schools and districts may implore a framework of tiered systems of support to respond to students struggling behaviorally or academically. These systems provide a decision-making process to aid educators’ use of low-intensity strategies before utilizing high-intensity strategies. This process can help school teams use their time and resources efficiently. This article presents a flowchart outlining guiding questions within a problem-solving process as the first step in remedying behavior of concern. This flowchart can be utilized by schools with an existing tiered framework or can support the decision-making process for schools that do not utilize a tiered system of support. A vignette is also included to demonstrate its practical use in the classroom.

Principals as Co-Advocates for Caregivers of Children With Disabilities: Possibilities and Realizations Beyond IDEA’s Collaborative Ideal

Although special education and its legal provisions under the Individuals with Disabilities Education Act (IDEA) were designed to support all children with disabilities, it has created a litigious and bureaucratic environment that further marginalizes disabled and labeled children of color and their families. Falling short of a collaborative ideal, school principals who can serve pivotal roles are often siloed from the rest of the school team, often lack special education knowledge and training beyond procedural matters, and can perpetuate inequities through their actions or inactions. We present a scenario illustrating the challenges and possibilities for school principals to promote equitable transformation through (a) an equitable, active leadership role, (b) embodying systemic equity commitments using intersectionality as praxis, (c) moving beyond school and district compliance, and (d) a co-advocacy role with families.

A national study of firearm exposure and safety training among rural youth

BackgroundData regarding rural youths’ experience with firearms, including safety training, is highly limited despite their frequent presence in homes. Our objective was to investigate rural adolescents’ use of firearms and whether they had received formal firearm training.MethodsA convenience sample of 2021 National FFA (formerly Future Farmers of America) Convention & Expo attendees were given an anonymous survey at the University of Iowa Stead Family Children’s Hospital injury prevention booth. The survey explored their use of rifles/shotguns and handguns and whether they had completed a certified firearm safety course. Descriptive and comparative analyses, including multivariable logistic regression analyses, were performed on compiled data.Results3206 adolescents ages 13–18 years participated with 45% reporting they lived on a farm or ranch. The vast majority of participants (85%) had fired a rifle/shotgun; 43% reported firing them > 100 times. Of those that had fired rifles/shotguns, 41% had done so before 9 years old. Most had also fired a handgun (69%), with 23% having fired handguns > 100 times. Of those that had fired handguns, 44% had done so before 11 years. Average age for first firing rifles/shotguns was 9.5 (SD 3.1) years, and 11.1 (SD 3.0) years for handguns. Males, non-Hispanic Whites, and those living on farms or in the country had significantly greater percentages who had fired a rifle/shotgun or a handgun. Significant differences were also seen by U.S. census region. Over half (64%) reported having gone hunting. Of those that had used a firearm, 67% had completed a firearm safety training course. Overall, 23% were/had been members of a school or club shooting team and of these, 87% had taken a safety course.ConclusionsMost FFA member participants had fired both rifles/shotguns and handguns, many at very young ages. Significant differences in firearm use were noted by demographic factors including the home setting (i.e., farms and ranches) and their U.S. census region. Nearly one-third of adolescent firearm users had not received formal safety training. Promoting firearm safety should include advising families on when it is developmentally appropriate to introduce youth to firearms and on the importance of firearm safety training.

Study on the Psychological Factor Within the Middle School Footbal Team

The psychological factor is one of the least exploited aspects of football. In sports, developing performance capacity is the primary objective of training. Maintaining motivation and achieving performance are the foundations of the educational-instructional process and have great value as outcomes both individually and for the team. Research hypotheses. (H1). It is assumed that the members of the national football team have average/above-average emotional intelligence (test score => 100), significantly different from the rest of the students in grades VII-VIII, because teamwork and the psychological training included in the preparation develop the mental qualities and properties of the students who play football. (H2). It is assumed that there is a significant correlation between emotional intelligence and the performance of students in the experimental group. Research methods. In the present research, the initial testing was carried out among students in grades VII-VIII and the national football team (February 2024 – May 2024). This research was conducted at “Sf. Ilie” General School in Toplița. The research subjects were 68 students, 35 females and 33 males. Quantitative and qualitative methods were used, and the following methods were chosen: observation, emotional intelligence test (Roco, 2001), performance test (ball sense, heading the ball, complex test, shooting at two goals, bilateral game), and statistical analysis (t-test). Results. The level of emotional intelligence of the students is 86 and 81 in the national football team, below average, which raises a red flag. At the level of the national football team, a strong self-awareness among the students is noted. This indicator has the highest score, 500, far ahead of empathy (-180) and very far ahead of social skills (-360). After applying to the middle school team's training program, we see a significant increase in the level of emotional intelligence. The correlation statistical test and the t-test show a correlation of r=0.86 and a significance of p=0.00 between the initial and final test results. The Pearson correlation shows a strong link between emotional intelligence and the bilateral game (r=0.76), but does not show a significant relationship between emotional intelligence and the other performance indicators. To confirm if the value of r is statistically significant, i.e., if the two variables are correlated, the t-value was calculated. Conclusions. This research confirms that the psychological factor cannot be absent from the preparation of school representative teams. It was confirmed that a high level of emotional intelligence improves the performance of football players, especially in team play, increasing group cohesion. Keywords: football, psychological factor, performance, athletes, school team

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

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.