School of Public Leadership

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Browsing School of Public Leadership by Subject "Academic achievement"

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    An investigation of the effects of school leadership on learners’ achievements in the Oshikoto Region: Education Directorate
    (Stellenbosch : Stellenbosch University, 2017-03) Iileka, Malakia; Schwella, Lyzette; Stellenbosch University. Faculty of Economics and Management Sciences. School of Public Leadership.
    ENGLISH ABSTRACT: School principals play a proactive role in the performance of teachers and learners. The type of leadership a school principal is using is an important factor that determines the way in which the school performs. The purpose of this study was to investigate the effect of school principals’ leadership styles in the performances of learners in the Oshikoto Region. The study sought to answer the following questions: (1) What are the effects of school leadership on learners’ achievement in the Oshikoto Region: Education Directorate? (2) What are the leadership characteristics and behaviours that affect learners’ achievement as perceived by principals and teachers in the Oshikoto Region? (3) What are the leadership styles that affect learners’ achievement in the Oshikoto Region? (4) What conclusions can the study draw and what recommendations can the study make regarding the effects of leadership on learners’ academic achievement in the Oshikoto Region? The study adopted a quantitative research design through the use of a questionnaire with closed-ended and open-ended questions which were administered to 140 teachers and 6 school principals who were all selected through a one-stage cluster sampling technique. Findings of the study show that principals in the Oshikoto Region are predominantly using autocratic and laissez-faire types of leadership. In addition, the study unveiled that poor supervisory techniques on the part of the principals and poor internal relations are main factors contributing to poor learners’ performance in school in the Oshikoto Region. The study recommended that school principals who do not have the right leaderhip training skills must be enrolled for appropriate leadership training. Furthermore, the study recommended that the Ministry of Education should continue working together with novice school principals to assist them in the deliberation of work in a bid to improve learners’ performance.