The National Curriculum Statement (NCS) results serve as a primary benchmark for school functionality in South Africa. Despite existing accountability frameworks, persistent underperformance remains a challenge. This qualitative study investigated intervention strategies employed by School Management Teams (SMTs) and subject advisors to enhance Grade 12 performance. Grounded in instructional leadership theory, the research utilized purposive sampling to select three high schools that have underperformed for over fifteen years. Data were collected through in-depth interviews with three teachers, three principals, and two district officials, then processed via inductive thematic analysis.The findings revealed a multi-pronged intervention approach categorized into three core themes: (1) Psychosocial Support, through motivational programmes aimed at learner resilience; (2) Intensive Pedagogical Support, via academic camps to address curriculum gaps; and (3) Institutional Oversight, through human resource capacitation and subject advisor support. While these strategies are central to district recovery plans, their efficacy is hampered by geographic disparities and resource constraints. The study recommends that the Department of Education decentralise resource allocation to support remote schools and transition subject advisors from compliance monitoring to active instructional coaching. Further research is required to evaluate the long-term effectiveness of these specific interventions in sustainable academic recovery.

Authors:
Maseeeng Papashane, Sol Plaatjie University, South Africa
Sandile Xaba, Sol Plaatjie University, South Africa
Richard Moloele, Sol Plaatjie University, South Africa

About the Presenter(s)
Dr Maseeeng Papashane is currently a lecturer and teacher educator in English Teaching at Sol Plaatjie University, Kimberley, South Africa.

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