Exploration of distributed instructional leadership at underperforming schools in Johannesburg

This study adopted a qualitative approach anchored in an interpretivist paradigm and a case study research design. Collegial theorical framework served as the foundation and support that guided this study. One principal, one departmental head and one teacher from each of the three secondary schools in Eldorado Park in Johannesburg Central District were purposively selected to participate in this study. Data were collected through face-to-face semi-structured interviews. Thematic data analysis was adopted to analyse data. A thematic approach was the most appropriate as it is a useful method for examining the perspective of the participants. The study adopted four principles to pursue trustworthiness for the study namely, credibility, transferability, dependability and confirmability.

本研究采纳了基于诠释论范式的定性研究方法，并结合案例研究设计。本研究的理论基础为同行理论框架，为研究提供了根本的支撑与指导。本研究有意选取了约翰内斯堡中央区埃尔多拉多公园的三所中学中的一名校长、一名系主任及一名教师作为参与者。数据收集通过面对面半结构化访谈完成。主题分析被选为数据分析的方法，因其为考察参与者观点的有用方法。研究遵循了四个原则以追求研究的可靠性，即可信度、可转移性、可靠性和可证实性。