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School Inspectors' Perspectives of Their Instructional Leadership Support to Schools in Zimbabwe

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Title: School Inspectors' Perspectives of Their Instructional Leadership Support to Schools in Zimbabwe
Language: English
Authors: Michael Muswere (ORCID 0009-0002-2028-6715), Loyiso Jita (ORCID 0000-0001-6871-6820), Godsend Chimbi (ORCID 0000-0002-6417-4355)
Source: South African Journal of Education. 2024 44(3).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Instructional Leadership, Inspection, School Districts, Teaching Methods, Scaffolding (Teaching Technique), School Supervision, Foreign Countries, Educational Policy, Faculty Development, Supervisors, Human Resources
Geographic Terms: Zimbabwe
ISSN: 0256-0100
2076-3433
Abstract: Over the past 2 decades, worldwide research has established that the district office of education matters. Various policy initiatives are directing district offices to shift from limited managerial functions and begin to directly support learner instruction. The intention of this article, therefore, was to tease the question: How do school inspectors provide instructional leadership support to schools in Zimbabwe? Guided by the instructional leadership conceptual framework, we employed a qualitative research methodology in which we used 2 case studies focusing on 6 officers purposively drawn from 2 district offices in the Masvingo province of Zimbabwe. Data collection tools used were document analysis and semi-structured interviews. The findings indicate that school inspectors carried out school staffing; spearheaded need-driven circuit-level and district-level professional development; instituted supervision of schools; supported school development efforts; and ensured stakeholder and partner engagement. But school inspectors provided limited support to scaffold learner instruction. To improve district instructional leadership support at school level, we recommend strategic human and material resource mobilisation and utilisation. Inevitably, more research is needed to allow deeper insight into the observed inadequacies of the current district office in Zimbabwe.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441547
Database: ERIC
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  Data: School Inspectors' Perspectives of Their Instructional Leadership Support to Schools in Zimbabwe
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  Data: <searchLink fieldCode="AR" term="%22Michael+Muswere%22">Michael Muswere</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2028-6715">0009-0002-2028-6715</externalLink>)<br /><searchLink fieldCode="AR" term="%22Loyiso+Jita%22">Loyiso Jita</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6871-6820">0000-0001-6871-6820</externalLink>)<br /><searchLink fieldCode="AR" term="%22Godsend+Chimbi%22">Godsend Chimbi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6417-4355">0000-0002-6417-4355</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 44(3).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Inspection%22">Inspection</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Supervision%22">School Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Resources%22">Human Resources</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink>
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  Data: 0256-0100<br />2076-3433
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  Label: Abstract
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  Data: Over the past 2 decades, worldwide research has established that the district office of education matters. Various policy initiatives are directing district offices to shift from limited managerial functions and begin to directly support learner instruction. The intention of this article, therefore, was to tease the question: How do school inspectors provide instructional leadership support to schools in Zimbabwe? Guided by the instructional leadership conceptual framework, we employed a qualitative research methodology in which we used 2 case studies focusing on 6 officers purposively drawn from 2 district offices in the Masvingo province of Zimbabwe. Data collection tools used were document analysis and semi-structured interviews. The findings indicate that school inspectors carried out school staffing; spearheaded need-driven circuit-level and district-level professional development; instituted supervision of schools; supported school development efforts; and ensured stakeholder and partner engagement. But school inspectors provided limited support to scaffold learner instruction. To improve district instructional leadership support at school level, we recommend strategic human and material resource mobilisation and utilisation. Inevitably, more research is needed to allow deeper insight into the observed inadequacies of the current district office in Zimbabwe.
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      – Text: English
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        PageCount: 12
    Subjects:
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Inspection
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: School Supervision
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Educational Policy
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      – SubjectFull: Faculty Development
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      – SubjectFull: Supervisors
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      – SubjectFull: Human Resources
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      – SubjectFull: Zimbabwe
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      – TitleFull: School Inspectors' Perspectives of Their Instructional Leadership Support to Schools in Zimbabwe
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