Using Instructional Supervision to improve Learners’ Performance in Eswatini High Schools
Naboth Mudavanhu Phebeni 
& Phumuzani Mpofu
Issue: Vol.5 No.16 Issue Article 10 pp.2810-2823
DOI: https://doi.org/10.38159/ehass.202451610 | Published online 18th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The primary objective of this study was to determine how instructional leadership is being used empirically in Eswatini and to establish whether it significantly impacts the performance of high school learners. This research employed a qualitative research methodology to gather data for the investigation. The sample comprised five principals and five deputy principals of five high schools in the Mbabane Hhohho Region, Eswatini. The qualitative data was analyzed using thematic analysis. Weber’s instructional leadership model guided the study’s theoretical framework. From the first research question, the findings revealed that instructional leadership improves school performance, provides adequate support structures for learners, helps manage school resources, and helps monitor and evaluate teaching and learning. The study suggested strategies that instructional supervisors can use to improve student performance by monitoring Curriculum and Instruction, collaborative leadership, and contextualizing instructional practices. Improving communication within the school and encouraging continuous professional development and parent involvement can also be helpful. The study concluded that instructional supervision is not effectively practiced in Eswatini schools. Therefore, the study recommends the appointment of principals on merit, parental involvement, and continuous staff development for principals. The study adds to the body of knowledge on instructional supervision in Eswatini. Several principals are unaware of instructional supervision in Eswatini, and in cases where they are, its implementation is minimal and does not fully constitute instructional supervision. School inspectors are informed on the part of the policy that guides instructional supervision in schools.
Keywords: Instructional Supervision, Instructional Practices, Principals, Curriculum and Instructional
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Naboth Phebeni is a Ph.D. Candidate in Leadership and Educational Management at the University of KwaZulu Natal, specializing in educational leadership and Management. His research interests include organizational development, inclusive education, and data-driven decision-making. With a robust academic and professional background, Naboth combines a research passion with practical leadership and management expertise. Naboth is a lecturer at CECOS College of London’s Birmingham Campus in the Department of Education and Training, where they deliver Level 7 modules and mentor students pursuing advanced qualifications. Before transitioning into higher education, Naboth built a solid teaching and middle management foundation, serving as Director of Sport and Head of Physical Education in Zimbabwe and Eswatini. In higher education, Naboth has served as a senior lecturer at Amadi University College, where they taught leadership, management, and research-focused modules. A dynamic leader and academic, Naboth is committed to advancing the field of educational leadership and creating transformative learning environments that inspire innovation and excellence.
Dr. Phumuzani Mpofu is an Educational Psychologist registered with Eswatini Medical and Dentals Council. His research interests are in child development, parenting, gerontology, gender, sexual offenses, inclusive education, sustainable development, assessments, and corporal punishment. He is currently a Post-Doctoral Fellow at the University of the Witwatersrand. He has published a book chapter on teacher placement during teaching practice, and he also wrote a module on School and Inspection for the Institute of Management and Development (IDM). He has published 17 journal articles in peer-reviewed journals. His early career was in teaching, where he advanced into education management serving as an HOD in schools and colleges in Zimbabwe and Eswatini. In Higher Education he served as a research coordinator at AMADI/MSU in Eswatini and he supervised numerous research projects from diploma to master’s level. His highest qualification is a PhD in Education, with Educational Psychology obtained from the University of North-West. His ambitions are to publish extensively and become a Professor. He also wishes to assist upcoming researchers.
Phebeni, Naboth Mudavanhu & Phumuzani Mpofu . “Using Instructional Supervision to Improve Learners’ Performance in Eswatini High Schools,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024):2810-2823. https://doi.org/10.38159/ehass.202451610
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
