Authors :
Baemedi Monthusi Kaisara
Volume/Issue :
Volume 9 - 2024, Issue 3 - March
Google Scholar :
https://tinyurl.com/bdcn8xt3
Scribd :
https://tinyurl.com/2anu26f7
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAR1339
Abstract :
This qualitative multi-case study explores
instructional leadership practices at Botswana's
brigades, a key provider of semi-skilled Technical and
Vocational Education and Training (TVET)
programmes. This study investigated the perspectives of
instructional leaders and lecturers at two institutions in
the Southern District to understand their experiences
with leadership practices. Drawing on Hallinger and
Murphy's (1985) framework, this research examines
how instructional leadership unfolds within brigades,
focusing on defining the mission, managing curriculum
and instruction, and fostering a positive learning
environment. Furthermore, it explores the collaborative
practices of the leadership team, including principals,
deputy principals, and department heads. The findings
reveal a general understanding of instructional
leadership among participants, with some evidence of
practices, such as curriculum management and
stakeholder involvement. However, concerns have been
raised regarding communication gaps, limited shared
leadership, and ineffective evaluation. The study also
identified essential competencies for instructional
leaders, including communication, planning, and
resource management. Key challenges include
information overload, resource shortage, and staff
training gaps. The participants suggested strategies for
improvement, emphasizing streamlined expectations,
consistent monitoring, leadership development, and
adequate resourcing. Overall, the study contributes to a
deeper understanding of instructional leadership in
Botswana's TVET sector and provides insights for
enhancing programme quality and graduate
employability.
Keywords :
Brigades, Instructional Leaders, Instructional Leadership, Practices, TVET.
This qualitative multi-case study explores
instructional leadership practices at Botswana's
brigades, a key provider of semi-skilled Technical and
Vocational Education and Training (TVET)
programmes. This study investigated the perspectives of
instructional leaders and lecturers at two institutions in
the Southern District to understand their experiences
with leadership practices. Drawing on Hallinger and
Murphy's (1985) framework, this research examines
how instructional leadership unfolds within brigades,
focusing on defining the mission, managing curriculum
and instruction, and fostering a positive learning
environment. Furthermore, it explores the collaborative
practices of the leadership team, including principals,
deputy principals, and department heads. The findings
reveal a general understanding of instructional
leadership among participants, with some evidence of
practices, such as curriculum management and
stakeholder involvement. However, concerns have been
raised regarding communication gaps, limited shared
leadership, and ineffective evaluation. The study also
identified essential competencies for instructional
leaders, including communication, planning, and
resource management. Key challenges include
information overload, resource shortage, and staff
training gaps. The participants suggested strategies for
improvement, emphasizing streamlined expectations,
consistent monitoring, leadership development, and
adequate resourcing. Overall, the study contributes to a
deeper understanding of instructional leadership in
Botswana's TVET sector and provides insights for
enhancing programme quality and graduate
employability.
Keywords :
Brigades, Instructional Leaders, Instructional Leadership, Practices, TVET.
