Challenges in Practising Instructional Leadership: Insights from Selected Technical and Vocational Education and Training (TVET) Colleges in South Africa

Abstract

In ensuring that TVET colleges achieve their mandate of academic excellence, the role of leaders as instructional leaders becomes critical and relevant. This study explores challenges experienced in implementing instructional leadership practices within selected TVET colleges of South Africa. In addressing this objective, a qualitative approach was employed. About three campus managers, six heads of departments and six lecturers participated in the study. These participants were drawn from four colleges that were purposively sampled. Data were collected through in-depth interviews, focusing on practices of instructional leadership by campus managers and challenges experienced thereof. The collected data were analysed, using thematic analytical approach. This was to identify and categorise participants’ responses from interviews and generated key themes were then interpreted. Results showed that externally, campus managers faced challenges related to lack of time, work overload and lack of rewards or incentives. Internally, campus managers had limited skills and knowledge on instructional leadership. The study, therefore, recommended that campus managers be trained on instructional leadership and develop a culture of delegating mainly administrative duties than instructional duties to their immediate subordinates. This would allow campus managers to have more time to monitor teaching and learning as part of their instructional leadership practices.