Managing teaching and learning integrating instructional and transformational leadership in South African schools context

Jul 18, 2026

The study examines how instructional and transformational leadership models are integrated to sustain quality teaching and learning in South African schools. It focuses on how principals combine these approaches to enhance learner performance and improve under-performing schools. Qualitative research collected and analyzed data through purposive selection of six rural school principals using face-to-face semi-structured interviews. Findings show support for teachers, individualized consideration, and culture-building that promotes a climate for teaching and learning, with implications for policy and leadership strategies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Purpose

Design/methodology/approach

Findings

Research limitations/implications

Practical and social implications

Keywords

The current issue and full text archive of this journal is available on Emerald Insight at: [https://www.emerald.com/insight/0951-354X.htm](https://www.emerald.com/insight/0951-354X.htm) Managing teaching and learning: integrating instructional and transformational leadership in South African schools context George Shava Education, Faculty of Industrial Technology, National University of Science and Technology, Bulawayo, Zimbabwe, and Jan Heystek North-West University, Currambine, Australia Abstract Purpose – The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance. Design/methodology/approach – The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership. Findings – Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning. Research limitations/implications – The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools. Practical implications – The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning. Social implications – The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models. Originality/value – This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings. Keywords Culture of teaching and learning, Instructional leadership, Leadership, Principal, School climate,

FAQs

What is the purpose of the study?

The study investigates how principals integrate instructional and transformational leadership models to sustain quality teaching and learning and improve learner performance.

How was the research conducted and who were the participants?

Qualitative methods were used, with purposive selection of six rural school principals. Data were gathered through face-to-face semi-structured interview questions.

What key findings explain how leadership integration improves schools?

The study found evidence that the integrated approaches help change under-performing schools by providing individualized consideration and teacher support through rewards and motivation. This integration also builds a school culture and climate that promotes teaching and learning.

Jul 18, 2026

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