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All Journal Asatiza: Jurnal Pendidikan Managere: Indonesian Journal of Educational Management
Aphane, Venessa
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Enhancing teaching and learning in schools through instructional leadership: South African perspective Aphane, Venessa; Agyeman, Nana Yaw Brenya
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2261

Abstract

This qualitative case study examines instructional leadership's role in enhancing education quality in South African schools, where persistent learner underperformance reflects systemic challenges. Despite the Department of Basic Education’s reports highlighting widespread underperformance, limited research explores how school leaders address these issues. Focusing on a public secondary school, the study purposively sampled eight school leaders, employing semi-structured interviews to gather data. Thematic analysis revealed that effective instructional leadership strengthens curriculum alignment and resource allocation, with principals serving as pivotal actors. However, gaps persist in leadership practices, necessitating targeted improvements. Key strategies include adopting learner-centered pedagogies, fostering teacher autonomy, and cultivating supportive learning environments. The findings underscore the urgency of prioritizing instructional leadership to mitigate systemic inefficiencies and improve knowledge acquisition. This study contributes to the discourse on educational leadership in low-performing contexts, advocating for policy and practice reforms to address South Africa’s declining education outcomes.
Integrating Pedagogical Innovation and Strategic Management: Remediation Frameworks for Economics Education in South African Schools Agyeman, Nana Yaw Brenya; Aphane, Venessa
Managere: Indonesian Journal of Educational Management Vol. 8 No. 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i1.1011

Abstract

This study explores effective remediation strategies that economics teachers can use to enhance students’ understanding and performance in South African schools. The research specifically examines how management practices, such as resource allocation, lesson planning, and teacher support, influence teaching effectiveness. A qualitative case study design was employed, involving 20 purposively selected experienced economics teachers from selected schools. Data were collected through semi-structured interviews and were analysed thematically to identify patterns in teaching and management strategies. Findings indicate that active learning, real-world applications, and context-sensitive teaching methods significantly improve students’ comprehension of economics. Additionally, effective school management—coordinating resources, monitoring student progress, and providing professional development—supports teachers in addressing learning challenges. These strategies help bridge gaps in understanding and foster higher student performance. The study highlights the importance of integrating innovative pedagogical approaches with strong management practices to enhance learning outcomes. Policymakers are encouraged to allocate resources strategically to address socioeconomic disparities and support schools in implementing both teaching and management improvements. By combining pedagogical innovation with effective educational management, this research provides actionable insights for enhancing economics education in South Africa.
Co-Authors Agyeman, Nana Yaw Brenya