Role of the Whole School Evaluation in Enhancing Instructional Practices: A Case Study of Selected Schools in the Eastern Cape

Role of the Whole School Evaluation in Enhancing Instructional Practices: A Case Study of Selected Schools in the Eastern Cape

Bafundi Zealous Mapisa

Issue: Vol.6 No.15 Article 7 pp. 4312 – 4326
DOI: https://doi.org/10.38159/ehass.20256157| Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study investigated the role of Whole School Evaluation (WSE) in improving instructional practices within selected schools in the Eastern Cape Province of South Africa. Particularly focusing on rural schools, the research seeks to understand how school leaders and educators interpret WSE feedback and how this feedback influences their teaching practices and professional development. Using a qualitative research approach, the study employed a case study design. Data were gathered through structured interviews and focus group discussions involving principals, Heads of Department (HoDs), and teachers from three purposefully selected schools in the Amathole East District, with 18 participants included in the study. The key findings indicate that WSE plays a vital role in identifying areas for enhancement in instructional practices, especially concerning professional development and teaching strategies. Educators reported positive transformations in their teaching methods, including adopting learner-centred strategies and differentiated instruction, as a direct consequence of WSE feedback. Furthermore, the school leadership proved essential in ensuring that WSE feedback translated into actionable improvements. However, challenges such as limited resources and time constraints impeded the comprehensive implementation of these instructional changes. Recommendations include targeted support for teachers and school leaders, better resource allocation, collaborative integration of WSE feedback, and sustaining instructional quality improvements. This study contributes to the existing literature by offering context-specific insights into the effects of WSE on instructional practices in rural South African schools. It highlights the importance of leadership, professional development, and resource availability in implementing WSE changes.

Keywords: Instructional Practices, Professional Development, Rural Education, School Leadership, Whole School Evaluation.

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ABOUT AUTHOR(S)

Bafundi Zealous Mapisa is a Lecturer in the Continuing Professional Teacher Development (CPTD) Department at the Faculty of Education, Walter Sisulu University. His areas of expertise include Educational Leadership, Management, and Policy, particularly within secondary school and higher education contexts. The author actively participates in international research conferences, contributing to the discussions on educational policy and management practices. He is also a member of various key university committees, including the Faculty Learning and Teaching Committee, the Curriculum Transformation Committee, and the Research and Higher Degrees Committee, as well as the Admissions Committee, Examinations and Timetable Committee, Teaching and Learning Committee, Health and Safety Committee, WIL-SBE Committee, and the Student Welfare Committee.

TO CITE ARTICLE

Mapisa, Bafundi Zealous. “Role of the Whole School Evaluation in Enhancing Instructional Practices: A Case Study of Selected Schools in the Eastern Cape,” E-Journal of Humanities, Arts and Social Sciences 6, no. 15 (2025): 4312 – 4326, https://doi.org/10.38159/ehass.20256157.