Principals’ Perceptions of the Influence of School Governing Bodies on Instructional Leadership: A South African Study

Abstract

This paper is based on the findings from a study that investigated the analysis of requests produced by second language (L2) speakers (that is, 15 Afrikaans-speaking (L1) and 17 Sesotho-speaking (L1) learners) of English and how these requests are received by English first language (L1) speakers. The aim of this study is to compare the manners in which Afrikaans first language (L1) and Sesotho first language (L1) speakers make requests when speaking English. The Cross Cultural Speech Act Realization Project (CCSARP) framework of Blum-Kulka was utilized to analyze the requests made by these two groups. The outcomes revealed that Afrikaans speakers used fewer politeness and alert markers as compared to Sesotho speakers who utilized more. The implications of these findings are also discussed.

Supervising school leaders in a rapidly changing world

“…Further, as instructional leaders, principals foster professional community in which collaborative work among teachers leads to improved instruction and student achievement (Wahlstrom and Louis, 2008; Kruse et al , 1995). Subsequently, based on these emerging research findings, evidence of change in expectations of school leadership that blend Western ideas with local interpretations is emerging from post-Soviet settings (Yakavets, 2016), Southern Asia (Bush et al , 2018; Kulophas and Hallinger, 2019; Sumintono, 2006), the Middle East (Sezer, 2016; Oplatka and Arar, 2017), Africa (Ogina, 2017) and South America (Ahumada et al , 2016).…”