Purpose

The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.

Design/methodology/approach

The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.

Findings

Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.

Research limitations/implications

The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.

Practical implications

The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.

Social implications

The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.

Originality/value

This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.

中文翻译：

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管理教学和学习：在南非学校环境中整合教学和变革领导力

目的

本研究的目的是检验领导力的教学和变革型领导模式在维持学校教学质量方面的整合。该研究试图确定校长如何整合教学和变革领导力来提高学习者的表现。

设计/方法/方法

该研究采用了收集和分析数据的定性方法。数据的主要来源是与来自南非农村选定学校的校长进行的六个面对面的半结构化面试问题。定性证据是从通过有目的的抽样选出的六名校长中收集的。参与者的选择基于有证据表明采用教学和变革型领导的标准。

发现

研究结果提供的证据表明，教学和变革型领导方法被用来改变表现不佳的学校。有证据表明个性化考虑和校长通过提供奖励和激励来支持教师。校长建立了一种促进成功学业进步的学校文化。研究表明，领导力的教学模式和变革模式的整合会形成一种促进教学文化的氛围。

研究限制/影响

该研究涵盖了南非的六所学校。研究结果表明，校长是学校实现优质教学的基石。

实际影响

该研究是在被认为采用教学和变革型领导的学校中进行的。这项研究是在南非进行的关于领导力在增强教学文化中的作用的最重要的研究之一。

社会影响

该研究对政策制定和对学校领导的总体影响以及可以改善教学和学习的策略、政策和模型的采用具有重要意义。该研究强调了整合领导模型的重要性。

原创性/价值

这是在南非进行的原创研究，数据是通过面对面访谈进行的，目的是在原始环境中征求参与者的意见。