Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation

This study examines how primary school principals navigate and influence curriculum reform through instructional leadership. Using a qualitative approach, data were gathered from semi-structured interviews and structured observations with three purposefully selected principals, guided by the Princip...

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Main Authors: Moeketsi David Ralebese, Loyiso Jita, Olalekan Taofeek Badmus
Format: Article
Language:English
Published: MDPI AG 2025-01-01
Series:Education Sciences
Subjects:
Online Access:https://www.mdpi.com/2227-7102/15/1/70
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author Moeketsi David Ralebese
Loyiso Jita
Olalekan Taofeek Badmus
author_facet Moeketsi David Ralebese
Loyiso Jita
Olalekan Taofeek Badmus
author_sort Moeketsi David Ralebese
collection DOAJ
description This study examines how primary school principals navigate and influence curriculum reform through instructional leadership. Using a qualitative approach, data were gathered from semi-structured interviews and structured observations with three purposefully selected principals, guided by the Principal Instructional Management model. Interview questions focused on three core areas—developing the school mission, managing the instructional program, and fostering a positive school climate—allowing principals to share insights on their leadership strategies, challenges, and engagement in curriculum reform. Observations captured real-time practices, such as classroom visits, teacher interactions, and feedback sessions, to provide a comprehensive view of their instructional leadership roles. Thematic analysis revealed that principals actively shape school missions by integrating personal beliefs, educational agendas, and curriculum policy knowledge. They engage in reflective practices such as meetings and retreats to reinforce the school’s vision among teachers, manage instructional programs through routine and random checks, motivate teachers with positive feedback, and promote a positive climate by supporting social cohesion and addressing teachers’ personal needs. These findings underscore the multifaceted nature of instructional leadership, where principals balance personal convictions with policy-driven mandates. Recommendations include targeted professional development and formal policy recognition of instructional leadership to empower principals in leading reform efforts.
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spelling doaj-art-2edef86dd3ca459e9d39d42b95d257cf2025-01-24T13:30:28ZengMDPI AGEducation Sciences2227-71022025-01-011517010.3390/educsci15010070Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and ImplementationMoeketsi David Ralebese0Loyiso Jita1Olalekan Taofeek Badmus2Department of Curriculum Studies and Higher Education, Faculty of Education, University of the Free State, Bloemfontein 9300, South AfricaFaculty of Education, University of the Free State, Bloemfontein 9300, South AfricaDepartment of Mathematics, Natural Sciences and Technology Education, Faculty of Education, University of the Free State, Bloemfontein 9300, South AfricaThis study examines how primary school principals navigate and influence curriculum reform through instructional leadership. Using a qualitative approach, data were gathered from semi-structured interviews and structured observations with three purposefully selected principals, guided by the Principal Instructional Management model. Interview questions focused on three core areas—developing the school mission, managing the instructional program, and fostering a positive school climate—allowing principals to share insights on their leadership strategies, challenges, and engagement in curriculum reform. Observations captured real-time practices, such as classroom visits, teacher interactions, and feedback sessions, to provide a comprehensive view of their instructional leadership roles. Thematic analysis revealed that principals actively shape school missions by integrating personal beliefs, educational agendas, and curriculum policy knowledge. They engage in reflective practices such as meetings and retreats to reinforce the school’s vision among teachers, manage instructional programs through routine and random checks, motivate teachers with positive feedback, and promote a positive climate by supporting social cohesion and addressing teachers’ personal needs. These findings underscore the multifaceted nature of instructional leadership, where principals balance personal convictions with policy-driven mandates. Recommendations include targeted professional development and formal policy recognition of instructional leadership to empower principals in leading reform efforts.https://www.mdpi.com/2227-7102/15/1/70curriculum reformeducational policy implementationinstructional leadershipPIMRSprincipals’ practices
spellingShingle Moeketsi David Ralebese
Loyiso Jita
Olalekan Taofeek Badmus
Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation
Education Sciences
curriculum reform
educational policy implementation
instructional leadership
PIMRS
principals’ practices
title Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation
title_full Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation
title_fullStr Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation
title_full_unstemmed Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation
title_short Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation
title_sort examining primary school principals instructional leadership practices a case study on curriculum reform and implementation
topic curriculum reform
educational policy implementation
instructional leadership
PIMRS
principals’ practices
url https://www.mdpi.com/2227-7102/15/1/70
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AT olalekantaofeekbadmus examiningprimaryschoolprincipalsinstructionalleadershippracticesacasestudyoncurriculumreformandimplementation