000			01943nam a22002537a 4500
003			ZW-GwMSU
005			20210519102758.0
008			210519b |||||||| |||| 00| 0 eng d
022			_a1753-5921
040			_aMSU _cMSU _erda
100	1		_aMestry, Raj _eauthor
245	1	0	_aSchool management teams' instructional leadership role in closing the achievement gap in impoverished schools/ _cRaj Mestry
264			_aPretoria: _bUnisa Press and Routledge, _c2019.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 16 , number 6 ,
520			_aAlthough the South African government has made numerous strides in addressing equity and social justice in education, significant inequalities still exist in learner performance, especially in many impoverished schools. One of the reasons cited for poor learner achievement is the ineffective leadership role of school management teams (SMTs). This article reports on a study that explored the instructional leadership role of SMTs of public schools with the view to closing the achievement gap in poor performing schools. To gain better insights into the SMTs’ realities and experiences of their work as curriculum leaders, qualitative research located within the interpretivist paradigm was undertaken. The findings revealed that SMTs of impoverished schools exhibit consistently low to moderate instructional leadership competencies which ultimately affect student learning. In order to close the achievement gap in poor performing schools, SMTs should play a more pronounced instructional leadership role by leading and managing core curriculum matters and educational resources effectively and efficiently.
650	4		_aAchievement gap
650	4		_aResources
650	4		_aLearner performance
856			_uhttps://doi.org/10.1080/18146627.2018.1464696
942			_2lcc _cJA
999			_c157266 _d157266