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The research examined how teacher professional development leadership proficiency and academic performance influenced the advancement of good school leaders in two high-performing primary schools in Botswana's Kweneng Region. A qualitative approach was employed, including a multi-cross case study analysis. In-depth, semi-structured, and focus group interviews, as well as observations and document analysis, were used to gather data. The study obtained data from twenty-eight (28) participants using purposeful sampling procedures. Two school heads, two deputy school heads, two department heads, four senior teachers, six teachers, and twelve students were used. The Hargreaves Capital Theory of School Effectiveness and Improvement was used in this study. The study's purpose was to find how school leaders in two high-performing primary schools used their headship teacher professional development proficiencies and high academic to become good school leaders. The outcomes of the cross-analysis case study demonstrated that high-performing rural primary schools had good school heads with teacher professional development proficiency. This proficiency assisted teachers in dealing with contemporary research-based educational concerns, trends, and practices that help them maintain a high level of technical and professional knowledge while also encouraging them to pursue further education. As a result, the study indicates that headship teacher professional development proficiency enabled school leaders to obtain training momentum, resulting in improved learner academic accomplishment, and that these leadership processes made them good leaders.

intechopen ebooks

Leadership-Advancing Great Leadership Practices and Good Leaders: Developing Good School Leaders in Botswana – Advancing Leadership for Learner Outcomes