The use of instructional leadership in the management of mathematics education

Abstract

The purpose of this study was to explore the role of instructional leadership in the management and leadership of mathematics teaching and learning so as to promote improved learner performance. The study adopted a mixed method as the overall methodology and an explanatory sequential mixed method as the design genre. Data were collected from systematically randomly sampled respondents through self-administered structured questionnaires for the quantitative aspect of the study and from purposefully sampled participants through unstructured questionnaires and interviews for the qualitative aspect of the study. Overall, a total sample size of 74 participants or respondents took part in the study. The data analysis for the quantitative part of the study involved the use of descriptive statistical analysis, exploratory factor analysis, confirmatory factor analysis and structural equation modelling with the aid of a quantitative data analysis software, SPSS version 24.0 For the qualitative part of the study, the analysis of data involved a thematic approach, where data codes were clustered into super ordinate themes and aided by a qualitative data analysis software, Atlas-ti formed the basis of the discussion of the findings of the qualitative part of the study. Among the key findings of the study was that very few instructional leaders in schools, employ real instructional leadership practices in encouraging mathematics educators and learners to excel. The conclusion drawn from this study was that unless and until the relationship between a sound instructional leadership and the extent to which the mathematics educators and learners are encouraged to be focused is upheld, performance standards in mathematics will remain a cause for concern for South Africa. A key recommendation from the study was that effective instructional leadership practices need to be fully adopted if a significant improvement in mathematics achievement is to be realised in South African schools