Characterised Instructional Leadership Practices for Life Sciences: An Exploration of Two South African Schools

Abstract

This study investigates instructional leadership practices specific to Life Sciences in South African high schools, with a focus on how principals and departmental heads monitor, support, and evaluate teaching and learning. Using an exploratory qualitative case study design, data was collected from two schools, notably, one well-resourced and one under-resourced, through semi-structured interviews, observations, and document analysis involving eight participants (principals, departmental heads, and teachers of Life Sciences). The findings reveal that the well-resourced school employed structured monitoring tools such as the Curriculum Management Framework, systematic file checks, and regular classroom visits, coupled with professional development opportunities and adequate resource provision. In contrast, the under-resourced school relied on less formal monitoring practices, offered limited subject-specific support, and faced challenges linked to resource deficits and leaders’ lack of expertise in Life Sciences. The study highlights the importance of subject-specific instructional leadership, contextual resource capacity, and professional development in shaping effective instruction of Life Sciences. It concludes that strengthening leaders’ science-specific knowledge and establishing structured support mechanisms are essential for improving teacher development and learner outcomes in Life Sciences.