Stellenbosch Working Paper Series No.WP21/2018
Publication date: December 2018
A significant body of literature converges on the notion that school leadership and management practices matter for student learning outcomes. Increasingly, researchers are concerned with the relationship between school leadership and management practices and reading outcomes – a relationship referred to as “leading for literacy”. This review sketches some of the key factors and issues emerging from the international literature on leading for literacy. Findings from the review are in turn are used to establish a theoretical framework that could be applied to investigating the linkages between leadership and literacy in the South African context. The review suggests that there exist four categories of resources that are available to school leaders in promoting literacy improvements: material, human, knowledge and strategic resources.
Mixed methods, school leadership and management, student achievement, South Africa, challenging contexts