Using critical Pragmatic Approach in Examining the Role of Instructional Leadership within Limpopo Multi-grade Teaching Schools in South Africa - Research

This article examines the challenges encountered by principals in executing their duties as instructional leaders within multi-grade teaching contexts. The article is framed by critical pragmatic perspectives. Semi-structured interview was used as primary qualitative data collection technique supported by literature review. Five primary school principals were purposefully selected from Limpopo schools in South Africa. This study was driven by research question "what are the challenges faced by school leaders in implementing instructional leadership in multi-grade teaching?" Four themes emerged from this question, namely, teachers' lack of pedagogical content knowledge; principals as dual instructional leaders for multi-grade and mono-grade teaching; a lack of a specifically designed curriculum for multi-grade teaching; and a lack of 21st Century resources and facilities. This study concludes that multi-grade teaching is inhibited by multiple challenges that could be addressed through the Department of Basic Education (1) training of serving teachers and principals on multi-grade teaching; (2) collaboration with higher education institutions in infusing multi-grade curriculum within the core teaching curriculum; (3) formulation of a new multi-grade curriculum, and (4) provision of training and pedagogical technologies to rural schools.