Abstract:
The purpose of this study is to compare instructional
leadership in two former group B (S2) secondary
schools located in the same catchment area in
Masvingo urban. An explanatory sequential design was
opted in this study. A total sample size of 66 teachers
was randomly selected from volunteers (32 from
Ndima and 34 from Muchini). This was followed by indepth
interviews of head-teachers. A structured
questionnaire for teachers was analyzed using t-tests
while head-teachers responses and each school’s
ordinary level results were used to confirm or reject the
results. The results indicate significant differences in
the dimension school vision in which Ndima school
received higher scores (M = 5.65, SD = 0.92) than did
those at Muchini (M = 2.89, SD = 0.83), t (64) = 13, p
<0.01, two tailed. The size of this effect is large (effect
size r = 0.85) and in-depth interviews with the headteachers
teachers show that the head-teacher at Ndima school had clearer goals than the one at Muchini. Also,
significant differences are on the dimension of a culture
hospitable to education wherein Ndima school had
higher ratings (M = 1.60, SD = 0.71) than Muchini school (M = 1.19, SD = 0.63), t (64) = 2.45, p < 0.05, two
tailed. The size of this effect is small (effect size r =
0.29). The head-teacher at Ndima School has a motto
which prioritizes teaching and learning and the good
school results are at ordinary school validates this.
However, there are no significant differences between
the schools on the dimensions of cultivating leadership,
improving instruction and monitoring learner
progress. Both head-teachers indicated that classroom
visits are scheduled. Very low mean scores for both
schools in these dimensions and head-teachers
responses indicates failure to make close observations
of what is working or not in the classes.
