The Influence of School Leaders on the Implementation of Teaching, Learning and Assessment Policy in English First Additional Language, Capricorn District, Limpopo Province, South Africa

Abstract

Effective teaching and learning as per recommended language policies in schools starts with the attitude of the school leaders. The purpose of the study was to explore the influence of school leaders on the implementation of the English First Additional Language (EFAL) teaching, learning and assessment policy. The researcher adopted an explorative qualitative approach in conducting the study. Permission to conduct the study was obtained from UL TREC and the Department of Basic Education (DBE). Participants were given consent forms for their voluntary participation in the study. Four EFAL departmental heads (DH) were purposefully selected to participate in the study. They were selected because of their expertise in supervising EFAL. Data was collected through in-depth interviews. Data was analysed using thematic analysis into emerging themes following the six stages of thematic approach. The findings show that excessive administration duties, lack of resources, overcrowded classrooms, insufficient planning and preparation, lack of interest and time management are some of the challenges educators experiences during the implementation of the EFAL policy. The recommendations are to increase contact time, develop a resource pack for informal assessment activities, improve infrastructure, strengthen support, intensive monitoring and moderation of teaching, learning and assessment activities.