Principals’ Leadership Abilities to Improve Learner Performance: A Case Study of Five Secondary Schools in Tshwane West Secondary Schools

Abstract

The aim of the study was to explore the impact of leadership strategies on learner performance improvement. The study adopted a qualitative research approach.  A case study research design was used with a pragmatic paradigm to evaluate the impact of leadership on school improvement as a means to enhance learner performance. Purposive sampling was used to select 15 participants that were made of principals, deputy principals, and Heads of Departments. Data was collected through individual semi-structured interviews to elicit their views and experiences on the impact of leadership on learner performance improvement. Thematic data analysis was used to analyse data. Collegial leadership theory was used as a lens to guide the study to its intended results. The study revealed that most secondary school principals lacked leadership skills to mobilise staff members and school stakeholders to support their school improvement goals. The results indicate that principals’ lack of leadership abilities to involve all staff members and stakeholders in school improvement hampers ownership and commitment of all staff members to school improvement activities. The study concluded that leadership plays an important role in the overall effectiveness of the school. The study recommends that principals should acquire leadership skills to adopt and adapt to the use of different leadership styles in their schools to address teachers’ and learners’ needs. Principals should also acquire leadership skills to mobilise staff members to rally behind their improvement visions.