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Poor Performance at TVET Colleges: Conceptualising a Distributed Instructional Leadership Approach as a Solution

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dc.contributor.author Badenhorst, Jo W.
dc.contributor.author Radile, Rachere S.
dc.date.accessioned 2018-08-16T07:42:28Z
dc.date.available 2018-08-16T07:42:28Z
dc.date.issued 2018
dc.identifier.issn 1814-6627
dc.identifier.issn 1753-5921
dc.identifier.uri http://hdl.handle.net/11462/1502
dc.description Published Article en_US
dc.description.abstract In South Africa the challenges facing the post-school vocational education system are daunting. There is a lack of coherence, resulting in fragmentation of the system. A Training Needs Assessment Study commissioned in 2014 revealed several major academic challenges facing college leadership. The most pressing issues were poor leadership and management skills and challenges facing lecturers in various aspects of teaching and learning, amongst which were blatant shortcomings in their capabilities to meet the competencies required for effective lecturing. This realisation led the researchers to hypothesise that ineffective and fragmented leadership and management practices may be to blame for this state of affairs. The researchers wondered whether an integrated and focused leadership model aimed at distributing ownership for student achievement should be implemented to produce better results. The overarching research question was: What are the main stumbling blocks in improving National Certificate: Vocational (NC(V)) students’ performance at technical and vocational education and training (TVET) colleges; and how can a distributed instructional leadership approach be conceptualised to address the problems at institutional level? A qualitative research approach was used, which was mainly inductive, providing a clear understanding of the participants’ views and capturing their perceptions in their own words. A phenomenological design was used as strategy of inquiry. The findings created an awareness for considering collaboration and the distribution of powers and capabilities to bring about a shared leadership vision in the quest for challenging poor performance at institutional level in a sector that is in dire need of positive outcomes. en_US
dc.format.extent 663 533 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Africa Education Review en_US
dc.subject distributed instructional leadership en_US
dc.subject instructional leadership en_US
dc.subject phenomenological design en_US
dc.subject student learning outcomes en_US
dc.subject student performance en_US
dc.subject student support en_US
dc.subject technical en_US
dc.subject vocational education en_US
dc.subject training en_US
dc.title Poor Performance at TVET Colleges: Conceptualising a Distributed Instructional Leadership Approach as a Solution en_US
dc.type Article en_US

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