Instructional Leaders’ Perspectives on Assessment Practices: Tensions Between Developmental and Compliance-Driven Approaches in South African Rural Schools

Abstract

This study examines how instructional leaders in South African schools conceptualise the role of assessment practices to strengthen teaching and learning. Framed by Hallinger and Murphy's instructional leadership model, the research examines how different assessment types operate within school improvement processes. A qualitative case study, grounded in an interpretivist paradigm, was conducted with thirty-five instructional leaders who participated in an online forum. Data were analysed using thematic analysis to identify themes linking leadership and assessment. Findings indicate that instructional leaders view assessment as a dynamic, learner-centred process rather than a fixed, compliance-driven activity. Formative and diagnostic assessments were seen as critical for providing ongoing feedback, identifying learner needs, and informing instructional adjustments. In contrast, summative assessment was primarily associated with accountability and curriculum evaluation. The study highlights a persistent tension between developmental assessment practices and systemic compliance demands. The findings underscore the need for sustained professional development to enhance teachers’ capacity to implement evidence-based, meaningful formative assessment. Recommendations include embedding assessment leadership within school improvement planning and promoting inclusive, context-responsive, and technology-supported practices. Overall, the study demonstrates that effective instructional leadership can cultivate a fair, responsive assessment culture and support the shift towards competency-based education within the South African policy context.