Attributes and Actions of Principals as Instructional Leaders in Empowering School Management Teams (SMTs) in Schools

Year 2024, , 20 - 32, 30.04.2024

Saltiel Khololo Collen Mataboge , Vimbi Mahlangu

https://doi.org/10.30900/kafkasegt.1192563

Abstract

Purpose: This article examined the attributes and actions of principals as instructional leaders in empowering School Management Teams (SMTs) in Schools. The focus will be on trying to answer the main research question: What are the attributes and actions that principals as instructional leaders should have in performing their obligations? Method: Data collection was done through a questionnaire, literature review, and interviews. A pilot study was initially conducted before the commencement of the study to validate the contents of the questionnaire. To ensure validity, triangulation was undertaken (literature review, the questionnaire, and the focus-group interviews). The sample consisted of 55 principals (n=55) of schools in the Tshwane-West District of Gauteng in South Africa. Data analysis was done thematically, and the narratives of respondents were examined. Additionally, field data was verbatim transcribed from voice tapes. The transcribed information was completed as soon as the interviews were conducted to prevent incorrect interpretation of crucial information from the recordings and focus group interviews. Findings: In empowering SMTs in schools attributes like communication skills; a clear vision of the future of the school; an attitude of self-confidence; focus on teaching and learning; tough feedback; courage to raise controversial issues. It was found that the principals lack assertiveness; are tolerant of mistakes, and are sympathetic to wrongdoers. Principals are reluctant to share power and practice distributed leadership. Implications for Research and Practice: Policymakers and schools will be able to review policies and practices to strengthen schools.

Keywords

Communication, administration, monitoring, equal opportunities, support

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