The instructional leadership role of the high school head in creating a culture of teaching and learning in Zimbabwe

摘要

In this study, the researcher aimed to investigate and explore the instructionalleadership role of the high school head in creating a culture of teaching andlearning (COTL), with specific reference to high schools in the Midlands Province ofZimbabwe. In an attempt to realise that end, a qualitative approach drawing fromethnographic studies was used to collect data. Therefore, the research instrumentsincluded qualitative observations, individual and focus group interviews anddocument analysis. The participants included five high school heads, ten heads ofdepartments (HODs), ten assistant teachers, and twenty five parents. These weredrawn from the five high schools selected for the study.The main findings of the study are that a model for effective instructional leadershipaimed at creating a culture of teaching and learning (COTL) consists of long-termand short-term dimensions. The long-term instructional leadership dimensioncomprises: visioning, communication of the school vision, value management,professional development of staff, and empowerment. The short-term instructionalleadership dimension comprises of characteristics of the instructional leader,characteristics of the followers and characteristics of the situation. Characteristics ofthe instructional leader include his or her perception of stakeholders, task or peopleorientation, personality, knowledge and experience, value system and trust infollowers. Characteristics of the followers include their readiness to takeresponsibility, motivation to excel, knowledge and experience. Characteristics of thesituation include the school climate and culture, relationships among members ofthe school community, structuring of tasks, availability of human and materialresources, and the use of incentives.The effective application of the instructional leadership model for effective practiceby the high school head as the instructional leader in creating a culture of teachingand learning (COTL) takes into account both the long-term and short-term dimensions of effective instructional leadership in order to achieve meaningfuleducational change.