School leadership practices for science and mathematics in high-stakes testing environments: An integrated school leadership approach

Abstract

High school science and mathematics achievements in high-stakes testing environments are often characterised by poor performance and reduced participation by learners. The poor performance and reduced participation by learners in science and mathematics is often on the school improvement agendas. Making sense of how to improve learner achievements in science and mathematics is a school leadership function in addition to being a function of classroom practice. This study used an integrated model of school leadership to explore how a Pretoria high school made sense of how to achieve and maintain high learner performance in science and mathematics under the pressures of high-stakes testing. The single case study was purposely selected for consistently achieving high learner performance in science and mathematics. Narratives were elicited from conveniently selected positional leaders, a science teacher and a mathematics teacher. The study highlights integrated school leadership practices for resource and material mobilisation, fit-for-purpose teacher professional development and cultivation of a school culture defined by attitudes, values and work ethics to achieve and maintain high performance is science and mathematics. A recommendation for a further study is made.

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

“…Finally, proponents of facilitative leadership also argue that this type of leadership enhances self-efficacy by creating a conducive and healthy work environment that promotes collaboration, innovation, and creativity (Firmansyah et al, 2022;Tsakeni & Jita, 2019). Researchers also argue that this type of leadership involves providing support, guidance, and resources to help individuals achieve their goals and reach their full potential (Makgato & Mudzanani, 2019;Zuze & Juan, 2020).…”

“…It places a noteworthy emphasis on the importance of factors such as communication, feedback, and recognition. Studies have shown that facilitative leadership is positively associated with teachers' psychological capital and job satisfaction, suggesting that it can enhance teachers' level of self-efficacy (Bantwini, 2019;Klassen, 2010;Tsakeni & Jita, 2019;Zuze & Juan, 2020). Facilitative leaders are said to create opportunities for teachers to engage in professional development, share ideas and knowledge, and participate in decision-making processes, which can enhance their sense of competence and confidence (Asare & Amo, 2023;Klein et al, 2018;Nkambule, 2022).…”

“…Facilitative leaders are said to create opportunities for teachers to engage in professional development, share ideas and knowledge, and participate in decision-making processes, which can enhance their sense of competence and confidence (Asare & Amo, 2023;Klein et al, 2018;Nkambule, 2022). This leadership style encourages a sense of mutual trust and respect between the leaders and their followers, which can lead to greater job satisfaction and commitment (Firmansyah et al, 2022;Tsakeni & Jita, 2019;Zuze & Juan, 2020).…”

Issues and challenges influencing school improvement opportunities for science and mathematics

“…Teacher professional development plays a major role in enhancing teaching and learning in Science and Mathematics in all school contexts (Tsakeni, & Jita, 2019;Yow, & Lotter, 2016). Liljenberg and Wrethander (2020) and Marishane (2016) suggested that teacher professional development leads to effective curriculum implementation for school improvement.…”

The perceived ideal qualities of secondary school mathematics leaders

“…In contrast, mathematics teachers tend to be more democratic, and this leadership trait was based on demographic variables such as years of teaching experience, educational level, and age (Tsang et al, 2014). Teacher belief in participatory leadership in mathematics classrooms was confirmed by Tsakeni and Jita (2017). They reported that mathematics and science teachers regarded classroom leadership as participatory, and the purpose of this kind of leadership was to improve teacher learning and instructional practices.…”