Exploring the literacy leadership challenges in secondary schools
| dc.contributor.advisor | Plaatjies, B. O. | |
| dc.contributor.author | May, Houston Levert | |
| dc.date.accessioned | 2022-06-07T08:29:25Z | |
| dc.date.available | 2022-06-07T08:29:25Z | |
| dc.date.issued | 2021-11 | |
| dc.description.abstract | This dissertation explored the literacy leadership challenges in secondary schools. The challenges educators, departmental heads, deputy principals and principals experienced were illustrated in the research study, as well as the aspects of literacy leadership affecting literacy. This research study is based on a theoretical framework with the focus on distributed leadership and instructional leadership. This research study was conducted at three secondary schools in the Republic of South Africa, Free State Province, Motheo District (Bloemfontein). This study is grounded in the qualitative research method. Data were collected utilizing semi-structured individual interviews with all the members of the SMT (principal, deputy principal, departmental heads) and the literacy educators. Interviews with three principals, three deputy principals, six language departmental heads and six literacy educators were conducted. In addition, a documentary analysis was done in each of the three secondary schools. From the data collected at each of these respective secondary schools, various categories and themes were identified. These categories and themes were centred on the literacy leadership challenges literacy leaders experience and how instructional and distributed leadership may assist in addressing these literacy leadership challenges in the senior phase. The majority of the findings suggest that there are literacy leadership challenges in the senior phase in managing and leading the literacy curriculum at secondary schools. Additionally, the findings suggest that those SMT members who lack knowledge and skills will be unsuccessful in providing instructional leadership, which hampers literacy educators in promoting literacy in their classrooms. Thus, principals, deputy principals and departmental heads must take account for the literacy curriculum, support and enhance professional development, supervise the literacy instructional program and establish a positive literacy environment when monitoring educators. The study also revealed that parents does not fulfil their role when literacy challenges occur and this makes it challenging for SMT members to address literacy leadership challenges experienced in schools. It is therefore recommended that literacy leaders (principals) need insight and must comprehend the literacy curriculum in the senior phase to address literacy leadership challenges. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/11660 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Dissertation (M.Ed. (School of Education Studies))--University of the Free State, 2021 | en_ZA |
| dc.subject | Challenges deputy principal | en_ZA |
| dc.subject | Distributed leadership | en_ZA |
| dc.subject | Educator | en_ZA |
| dc.subject | Head of department | en_ZA |
| dc.subject | Instructional leadership | en_ZA |
| dc.subject | Leadership | en_ZA |
| dc.subject | Literacy principal | en_ZA |
| dc.subject | SMT | en_ZA |
| dc.title | Exploring the literacy leadership challenges in secondary schools | en_ZA |
| dc.type | Dissertation | en_ZA |