Investigating the role of school principals on grade 12 learners’ performance in the Eastern Cape
| dc.contributor.advisor | Ntshoe, I. | en_ZA |
| dc.contributor.author | Mdlalana, Nosipho Succevia | en_ZA |
| dc.date.accessioned | 2024-05-24T05:29:59Z | |
| dc.date.available | 2024-05-24T05:29:59Z | |
| dc.date.issued | 2022 | en_ZA |
| dc.description | Dissertation (M.Ed. (Education Management))--University of the Free State, 2022 | en_ZA |
| dc.description.abstract | This study aimed to investigate the role of school principals in managing the Grade 12 learners’ performance in the six selected schools of Joe Gqabi district - Sterkspruit in the Eastern Cape Province (EC). Matric results in the Department of Education have increased by 2,6% between 2016 and 2017. However, by 2017, the Eastern Cape Province’s performance was still rated under 80%. The improvement in the EC can partly be attributed to the intervention programmes implemented by the provincial Department of Education aimed at capacitating principals. These interventions included the temporary appointment of mentors who were former principals in the performing schools. However, the true extent to which these improvements in the results can be attributed to the role of the school principals is unknown. The study was conducted in the Joe Gqabi District - Sterkspruit, in the Eastern Cape, a vast geographical area with scattered schools – some with accessible roads and others without. An interpretive paradigm and a qualitative design with discursive, exploratory, and narrative methods were used in this study, together with purposeful sampling of six schools. Two schools demonstrated good Grade 12 learner performance, the other two demonstrated significant Grade 12 improvement, and the two schools' Grade 12 learner performance showed a steady decline. The two well-performing schools had the same principal over the past five years. The two improved schools had demonstrated improvement only after the appointment of new principals. Lastly, the two poor-performing schools had only declined after the appointment of new principals. The selected schools were diverse in many ways: some in deep rural areas, some near towns with accessible roads, and some in town, which were the former model C schools with Afrikaans as a medium of instruction for some learners. All six schools write the same examinations; therefore, comparisons based on the results were generally credible as they indicated the factors leading to poor performance. The principal from these schools, two teachers, and two learners was identified to participate in this study. The instruments used to collect data were interviews, observations, and document analysis. The study showed that principals understand their roles towards Grade 12 learners’ performance, motivation of Grade 12 teachers and learners is essential, and proper management of school resources and curriculum management implementation is paramount. Recommendations from this study included the professional growth of principals, communication with all the stakeholders within the school, and principals' motivation. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12541 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Interpretive paradigm | en_ZA |
| dc.subject | learner performance | en_ZA |
| dc.subject | school management | en_ZA |
| dc.subject | leadership | en_ZA |
| dc.title | Investigating the role of school principals on grade 12 learners’ performance in the Eastern Cape | en_ZA |
| dc.type | Dissertation |