Life Sciences Teacher’s Perspectives on Instructional Leadership: A Case of Two South African Schools

Abstract

Student performance and achievement havealways been at the centreof school reform efforts around the world. This led to Instructional Leadership being regardedas beingkey for improving teaching and learningprocesses. Although there is an inextricableconnection between instruction and learning, it does not directly address subject-specific Instructional Leadership. Hence, this study investigated teachers' perspectives on Instructional Leadership for the subject of Life Sciences. By applying a qualitative case study approach, we interviewed high school principals, departmental heads, and teachers in two South African schools from the Gert Sibande District in the Mpumalanga Province. Thematic analysis was employed to analyse the collected data. Findings revealed differences in the conception and understanding of Instructional Leadership among teachers, departmental heads, and principals regarding theLife Sciences. Teachers only understood Instructional Leadership based on their job-descriptions. We recommendthat based on the findings of this study,it is important thatthe knowledge of teachers, departmental heads and principals be extensively upgradedon subject-specific Instructional Leadership.