The contribution of the school principal to teaching and

Both Heads of Department from school D agreed that the sound culture of teaching and learning prevailing at their school is due to the approach of special value attached to teaching and learning by the school principal. This approach relates to a dedicated focus on consistently pursuing improved competency. School principal E understood such an approach as follows:

‘Teaching is our craft, we take it seriously. We can’t be doctors or singers, it is teaching. Teaching must be something that you think of everyday on how to better it. Every day I think of how to be a better instructional leader inspired by the motto ‘we cannot have learners to fail’’ (SP E).

Participants agreed that school principals establish a culture of teaching and learning through staff development sessions and workshops, which serve a capacitating and motivating function. A Head of Department participant explained as follows: ‘We have

staff development sessions that we attend. After these sessions, we are motivated because then it is easy for us to go and do what is best for the learners’ (HoD CA). School principal C mentioned that he would have been grateful for more time in order to be able to join teachers on these workshops for the sake of his own improved teaching skills. Apart from teacher development during teaching and learning related workshops, professional development requires a more holistic approach such as, for example, visiting the apartheid museum to make staff understand that they are ‘mere

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provided with a booklet that includes all the important information regarding the administrative responsibilities of teachers and operational know-how to capacitate staff on their role in effective school functioning. School principal C emphasised the important link between staff accountability and learner performance: ‘There is a

definite connection between a teacher’s approach and the academic performance of learners; I keep teachers accountable even until the very last day of school’ (SP C). School principal participants emphasised the importance of staff’s emotional wellness to contribute to a positive educational climate because ‘when teachers are happy, they

make the learners happy with everyone inspired to embrace the ethos of the school’

(SP E).

When the school principal interacts with learners, it contributes to a sound culture of teaching and learning. School principal D uses assemblies to foster responsibility by informing learners about the kind of behaviour and standard of work expected from them and by encouraging learners to be proud of the ownership they take for submitted work. As part of constructive interaction, School principal F considers it the responsibility of the school principal to confront learners whose marks have decreased and to compliment learners who have improved their performances. A Head of Department at school F confirmed the involvement of the school principal in the analysis of learners’ results, which ‘takes a lot of his time but is very important to him’ (HoD FB). This provides all learners with a fair opportunity to receive recognition from the school principal. School principals C and E use the opportunity to visit classes and motivate learners during lessons where teachers are absent. School principal C explained that these interactions with learners prompt reflection in the sense that by discussing the minimum requirements to pass the grade with learners and determining why learners are failing, ‘learners most of the time realise and state that they are

actually failing themselves’ (SP C). School principal C emphasised that he consistently communicates to teachers and learners the direct correlation between the amount of focused instruction time and learner performance which influences the eventual future of the learners. All of the schools participating in the study have a staff meeting chaired by the school principal before the start of each school day. At these daily staff meetings, ‘Imeet with the staff to give direction and to communicate the ethos of the school’ (SP E) which contributes to teachers being prepared for the day as operational arrangements are communicated on a daily basis during these meetings.

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Participants agreed that school principals contribute significantly to a sound culture of teaching and learning by the example that they set. This example relates to a dedicated presence in the sense of ‘I am the first one at school in the morning and the

last to leave’ (SP E). School principals A and E add value to this daily presence by being present at school events and attending all school-related functions. A sound culture of teaching and learning is also ensured when school principals demonstrate their respect for instruction time by ensuring that teaching and learning ‘take place

without interruptions, to give the teacher in the classroom the opportunity to teach by eliminating factors that might counter teaching’ (SP D). It was clear from the interviews with participants that school principals are accountable for the establishment of a sound culture of teaching and learning at their schools.