Author Information
Sandile Xaba, Sol Plaatje University, South AfricaRichard Moloele, Sol Plaatje University, South Africa
Maseeeng Papashane, Sol Plaatje University, South Africa
Abstract
The National Curriculum Statement (NCS) results serve as a primary benchmark for school functionality in South Africa. Despite existing accountability frameworks, persistent underperformance remains a challenge. This qualitative study investigated intervention strategies employed by School Management Teams (SMTs) and subject advisors to enhance Grade 12 performance. Set in the in the Dr Ruth Sekgomotsi Mompati District Municipality and grounded in instructional leadership theory, the research utilized purposive sampling to select three high schools that have underperformed in Grade 12 for over fifteen years. Data were collected through in-depth interviews with three teachers, three principals, and two district officials, then analysed via inductive thematic analysis. The findings revealed a multi-pronged intervention approach categorised into three core themes: (1) Psychosocial Support, through motivational programme aimed at learner resilience; (2) Intensive Pedagogical Support, via academic camps to address curriculum gaps; and (3) Institutional Oversight, through human resource capacitation and subject advisor support. While these strategies are central to district recovery plans, their efficacy is hampered by geographic disparities and resource constraints. The study recommends that the Department of Education decentralise resource allocation to support remote schools and transition subject advisors from compliance monitoring to active instructional coaching. Further research is required to evaluate the long-term effectiveness of these specific interventions in sustainable academic recovery.
Paper Information
Conference: ECE2026Stream: Educational policy
Published: Wednesday, September 23, 2026
This paper is part of the ECE2026 Conference Proceedings (View)
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To cite this article:
Xaba S., Moloele R., & Papashane M. (2026) Instructional Leadership in Underperforming Schools: Evaluating the Intervention Strategies of School Management Teams and Subject Advisors ISSN: 2188-1162 The European Conference on Education 2026: Official Conference Proceedings (pp. 189-203) https://doi.org/10.22492/issn.2188-1162.2026.15
To link to this article: https://doi.org/10.22492/issn.2188-1162.2026.15
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