School leadership and local learning contexts in South Africa
OUTPUT TYPE: Policy briefs
PUBLICATION YEAR: 2018
TITLE AUTHOR(S): T.L.Zuze, A.Juan
KEYWORDS: LEADERSHIP, LEARNER PERFORMANCE, MANAGEMENT, SECONDARY EDUCATION, TIMSS, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10630
HANDLE: 20.500.11910/12939
URI: http://hdl.handle.net/20.500.11910/12939
PUBLICATION YEAR: 2018
TITLE AUTHOR(S): T.L.Zuze, A.Juan
KEYWORDS: LEADERSHIP, LEARNER PERFORMANCE, MANAGEMENT, SECONDARY EDUCATION, TIMSS, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10630
HANDLE: 20.500.11910/12939
URI: http://hdl.handle.net/20.500.11910/12939
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Most of the research on SLM and educational outcomes in South Africa is based on small-scale studies and are descriptive in nature. Here, we used data from the 2015 Trends in International Mathematics and Science Study (TIMSS), a nationally representative study of Grade 9 learners and their school environments.2 Our aims were to compare the characteristics of SLM in no-fee, fee-paying, and independent schools 3 and to determine whether mathematics achievement gaps in different schooling contexts could be explained by the SLM qualities of a school. We measured SLM based on calculated indicators of a) instructional leadership, b) promoting an orderly and supportive environment, and c) the principal???s experience and training. The findings are based on multivariate estimations using self-reports from the principal and two teachers from 292 secondary schools in South Africa. This methodology allowed us to determine the associations (but not any causal relationships) between SLM characteristics and mathematics across schools that are similar in ways such as resourcing or student wealth.-
Related Research Outputs:
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- The good, the bad and the potential: unpacking TIMSS 2011
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- South Africa
- TIMSS 2015 Grade 5 national report: understanding mathematics achievement amongst Grade 5 learners in South Africa: nurturing green shoots
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- High-performing learners also need support
- Rising above: what makes a learner resilient?
- Building solid language foundations for achievement
- Bullying: reduced when learners feel like they belong in a school
- The differing effect of language factors on science and mathematics achievement using TIMSS 2015 data: South Africa
- Lucky guess?: applying Rasch measurement theory to grade 5 South African mathematics achievement data
- The contribution of South African teachers to students' sense of belonging and mathematics achievement: students' perspective from the 2015 Trends in International Mathematics and Science Study
- School leadership matters: the importance of emphasis on academic success