Open AccessLeadership approaches of principals heading National Strategy Learner Attainment Schools in South Africa
Author(s) -
Rudolph Peter Cornelissen,
Juliana Smith
Publication year - 2022
Publication title -
international journal of educational leadership and management
Language(s) - English
Resource type - Journals
ISSN - 2014-9018
DOI - 10.17583/ijelm.7966
Subject(s) - educational leadership , context (archaeology) , situational ethics , shared leadership , psychology , principal (computer security) , big five personality traits , pedagogy , tracking (education) , qualitative research , instructional leadership , situational leadership theory , personality , leadership style , mathematics education , political science , public relations , sociology , social psychology , geography , computer science , social science , archaeology , operating system
This study examines the leadership approaches associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. This article reports on a qualitative multiple-case study focused on five successful NSLA secondary schools in Cape Town, South Africa. Data was collected from principals, teachers and selected School Management Team (SMT) members via questionnaires and semi-structured interviews to understand the leadership practices and personality traits that characterised the leadership approaches of principals to facilitate teaching and learning for improving academic performance of learners. The findings indicated that an integrated leadership principal leadership framework would be most effective because it would cultivate community between teachers and learners and result into improved academic performance. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into consideration the situational context for effective leadership and decision-making.