Poor Performance at TVET Colleges: Conceptualising a Distributed Instructional Leadership Approach as a Solution

Autor/inn/en	Badenhorst, Jo W.; Radile, Rachere S.
Titel	Poor Performance at TVET Colleges: Conceptualising a Distributed Instructional Leadership Approach as a Solution
Quelle	In: Africa Education Review, 15 (2018) 3, S.91-112 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Badenhorst, Jo W.) ORCID (Radile, Rachere S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1352452
Schlagwörter	Instructional Leadership; Vocational Education; Technical Education; Academic Achievement; Phenomenology; Power Structure; Foreign Countries; Outcomes of Education; Needs Assessment; Administrator Attitudes; Teacher Attitudes; Educational Administration; College Faculty; Faculty Development; Teacher Effectiveness; Cooperation; South Africa + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Ausbildung; Berufsbildung; Technikunterricht; Schulleistung; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Lernleistung; Schulerfolg; Bedarfsermittlung; Lehrerverhalten; Bildungsverwaltung; Schuladministration; Schulverwaltung; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Co-operation; Kooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In South Africa the challenges facing the post-school vocational education system are daunting. There is a lack of coherence, resulting in fragmentation of the system. A Training Needs Assessment Study commissioned in 2014 revealed several major academic challenges facing college leadership. The most pressing issues were poor leadership and management skills and challenges facing lecturers in various aspects of teaching and learning, amongst which were blatant shortcomings in their capabilities to meet the competencies required for effective lecturing. This realisation led the researchers to hypothesise that ineffective and fragmented leadership and management practices may be to blame for this state of affairs. The researchers wondered whether an integrated and focused leadership model aimed at distributing ownership for student achievement should be implemented to produce better results. The overarching research question was: What are the main stumbling blocks in improving National Certificate: Vocational (NC(V)) students' performance at technical and vocational education and training (TVET) colleges; and how can a distributed instructional leadership approach be conceptualised to address the problems at institutional level? A qualitative research approach was used, which was mainly inductive, providing a clear understanding of the participants' views and capturing their perceptions in their own words. A phenomenological design was used as strategy of inquiry. The findings created an awareness for considering collaboration and the distribution of powers and capabilities to bring about a shared leadership vision in the quest for challenging poor performance at institutional level in a sector that is in dire need of positive outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01