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Employs a phenomenological qualitative research design to explore the phenomenon in the Capricorn District, Limpopo Province, South Africa. Five purposively sampled secondary schools with high Grade 12 results are studied through in-depth interviews with principals, deputy principals, and heads of department, generating findings on improvement, motivation, instructional management, teaching-learning culture, learner support, parental involvement, and leadership-style adaptability.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-instructional-leadership-role-of-the-school-principal-on-learners-academic-achievement/590885/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-instructional-leadership-role-of-the-school-principal-on-learners-academic-achievement/590885.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the research paper?","Question",{"text":112,"@type":113},"The paper focuses on the role of secondary school principals’ instructional leadership practices in influencing learners’ academic achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and method are used?",{"text":117,"@type":113},"A phenomenological research design under a qualitative methodology is used, using in-depth interviews to generate detailed data.",{"name":119,"@type":110,"acceptedAnswer":120},"Which schools and participants were involved?",{"text":121,"@type":113},"The study is conducted in Capricorn District, Limpopo Province, using five purposively sampled secondary schools. 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A phenomenological research design under the qualitative research methodology was utilised to explore this phenomenon. The study was conducted in the Capricorn District, Limpopo Province in South Africa. Five secondary schools from previously disadvantaged backgrounds with high Grade12 results were purposively sampled. Three participants who experienced the phenomenon under study, which included the principal, the deputy principal and head of department from each of the schools were interviewed with the intention of generating in-depth data that clarified misconceptions about this study. Findings of the study came up with the following as elements that instructional leadership have on learner academic achievement: improvement of learner academic achievement, motivation and positive influence, instructional management, creation of a positive teaching and learning culture, learner support, parental involvement, and interchangeable usage of leadership styles.\u003Cbr>Keywords: Principal, instructional leadership, academic achievement, secondary school, teachers, learners, curriculum. |\n| --- |\n| E-mail: [tebogo. maponya@up.ac.za](tebogo. maponya@up.ac.za). |\n\nINTRODUCTION  \nSchool principals in the South African school setting are recognised as leaders and managers who have a great role to impact on the livelihood of their schools by setting the tone and ethos of teaching and learning activities (Clarke, 2012; Naidu et al. , 2008) . Effectiveness of teaching and learning programmes come to be measured through learner academic achievement with the expectation that school principals are the vital instrument towards enhanced instructional delivery in their schools. Their mode of operation together with their School Management Teams members (SMTs), senior and master teachers, as well as subject heads in ensuring good curriculum delivery was of a pivotal nature towards improved learner results (Naidu et al. , 2008) . Agasisti et al. (2012) in their study on whether managerial characteristics of school principals had influence on performance of learners established that there are a number of attributes to such a phenomenon. In executing their managerial characteristics, principals needed to  \ndraw clear goals, visions and missions guiding their schools, plan school activities and provide guidelines to achieve those plans, respect and respond to the wishes of the school population, renege from being dictators while leading school organisations, network for the school and make timeous contacts. Principals were furthermore expected to consult with all relevant school stakeholders, accept new ideas, and encourage teamwork in order to initiate constructive changes. For effective teaching and learning activities to take place, principals were expected to motivate their co-workers while creating leadership geared towards improved teaching learning activities (Agasisti et al. , 2012; Farah, 2013) . Up and above the managerial characteristics, management styles, participation in decision-making, assessment practices, teachers’ behaviour, and parents’ involvement were among others in assisting school initiatives to improve learner academic achievement. Similar findings were made by Steyn (2005) in his study on the influence of  \nAfr Educ Res J 184  \neducational leadership in inviting schools. The two studies shared their commonalities pertaining to principals having a clear vision, creating a school culture and school enviro","cbCaiaw19G3CrAnR","https://ap.wps.com/l/cbCaiaw19G3CrAnR","pdf",164780,11,"English","# Abstract\n# Introduction\n## Context and rationale for instructional leadership\n## Managerial characteristics and leadership practices","[{\"question\":\"What is the main focus of the research paper?\",\"answer\":\"The paper focuses on the role of secondary school principals’ instructional leadership practices in influencing learners’ academic achievement.\"},{\"question\":\"What research design and method are used?\",\"answer\":\"A phenomenological research design under a qualitative methodology is used, using in-depth interviews to generate detailed data.\"},{\"question\":\"Which schools and participants were involved?\",\"answer\":\"The study is conducted in Capricorn District, Limpopo Province, using five purposively sampled secondary schools. Interviews were conducted with principals, deputy principals, and heads of department from each school.\"}]","The instructional leadership role of the school principal on learners’ academic achievement | PDF",1792070659,28]