Correlates of South African Subject Leaders' Perspectives and Their Perceived Competence on Instructional Leadership

Autor/inn/en	Moeketsane, Maribaneng; Jita, Loyiso; Jita, Thuthukile
Titel	Correlates of South African Subject Leaders' Perspectives and Their Perceived Competence on Instructional Leadership
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1811 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moeketsane, Maribaneng) ORCID (Jita, Loyiso) ORCID (Jita, Thuthukile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Correlation; Instructional Leadership; Leadership Responsibility; Leadership Role; Role Perception; Department Heads; Middle Management; School Administration; Elementary Schools; Competence; Self Efficacy; Knowledge Level; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Korrelation; Instruction; Leadership; Bildung; Erziehung; Führung; Role conception; Rollenverständnis; Mittlere Führungskraft; Elementary school; Grundschule; Volksschule; Kompetenz; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Too often, instructional leadership is perceived as an area of competence for principals with less focus on teachers, especially those with subject leadership responsibilities. In the study reported on here we investigated the perspectives of subject leaders and their perceived competence in instructional leadership as a basis for its correlation. Two hundred and five subject leaders from a purposive sample of 100 primary schools across 5 education districts of the Free State province in South Africa were surveyed on their knowledge, beliefs and perceptions of instructional leadership, in relation to their perceived competence. Data were analysed using descriptive statistics, correlation coefficients and regression. The results show that beliefs about instructional leadership tend to correlate negatively with perceived competencies and make no impact on such competencies. On the other hand, knowledge and perceptions showed significant correlation and are thus considered to be the better predictors of subject leaders' perceived competencies on instructional leadership. Further examination using regression analysis shows that perceptions may have a high impact on perceived competence. Consequently, we recommend interventions to deliberately target subject leaders' perceptions of instructional leadership to promote a more distributed practice of subject leadership in schools. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01