The Principals’ Leadership Roles In A Performing And A Nonperforming Combined School In The Zambezi Region, Namibia

ABSTRACT

Research shows that learner academic achievement depends on school leadership. However, evidence has shown that identifying the effects of principals on learner academic achievement is challenging. Consequently, the present study investigated the role of principals’ leadership style on learner academic achievement. To achieve this aim two case studies of high and low performing combined schools in Zambezi region were selected interviewing two principals and seven teachers using an extreme/deviant case sampling techniques. Additionally, a two-week non-participant observation of principals’ daily activities was conducted in the target schools. Collected interview and observation data were first transcribed verbatim, coded and thereafter analysed to generate themes. Further, data were examined, categorised, compared, synthesised and interpreted according to the main research questions of the study. Both School A and B were situated in rural areas about 60 and 70 kilometres east of Katima Mulilo, the commercial centre of Zambezi region. Following are the key findings that emerged from the analysis. First, teachers and principals identified indirect factors such as principal approachability, interactive classroom observation and/or visitation, and collective teacher collegiality and efficacy as the main instructional leadership behaviours that may have strong effects on learner achievements.