Instructional Leadership And Student Achievement: A Comparative Analysis Of Former Group B (S2) Secondary Schools In Masvingo Urban, Zimbabwe.

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.