An assessment of the role of leadership practices in successful high schools in Windhoek.
Loading...
Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The researcher in this study assesses the leadership practices of headteachers in
successful secondary schools in Windhoek, specifically as it is compared to the annual
performance of grade10 learners at the participating schools. The researcher reveals the
relationship between the leadership practices of principals and their ability to be
transformational, distributed and instructional in their leadership behaviors.
The researcher further explores the characteristics of effective and successful
schools and their significant impact on the performance of grade 10 learners over three
years (2010-2012). The participants of the study are one hundred and forty-three (143)
senior secondary school teachers drawn from ten successful high schools in Windhoek.
SPSS and QCA are used to analyze data gathered for this academic endeavour.
The study confirms that the leadership behaviours of principals in successful Windhoek
high schools are compatible with transformational leadership, distributed leadership and
instructional leadership theories. Some demographic variables are also studied to
determine the impact participants’ differences in gender, their professional qualifications
and the school to which they belonged, had on the results of the study.
The relationship between the principals’ years of professional experience and
gender do not account for a significant correlation with the leadership practices principals
in the study at hand exercise at their schools. Neither the gender nor the professional
experience of principals is considered significant in this study. However, the principals
should have been part of the school during the specific years to which the study pays
particular attention. The research recommends that the Education Ministry and boards should establish
and implement programmes that help to foster transformational, distributed and
instructional leadership skills among school principals. Programmes such as seminars,
workshops and updates on school administration would be of great help.
The study also confirms that the participating schools in this research are
‘effective schools’ as their characteristics proved significant correlations with the
characteristics of effective schools enshrined in the literature review of this study. The
study recommends that principals should be leading professionals focused only on
achievement. The performance of schools under their leadership should always be
evaluated and activities efficiently organised with clear and fair disciplinary procedures.
Windhoek secondary school principals of underperforming schools are
encouraged to utilise transformational, distributed and instructional leadership practices
as effective models for ensuring cooperation and constructive partnership, characterised
by openness, trust and professionalism.
Finally, the study also endorses that the Ministry of Education should integrate
leadership practices of principals and the characteristics of effective high schools with
activities of continuous assessment and evaluation of their performance.
Description
Mini-thesis presented in partial fulfillment of the requirements for the degree of Masters in Leadership and Change Management in the Harold Pupkewitz School of Business, NUST.
Keywords
Education - Namibia, Leadership practices - High schools - Namibia, Leadership behaviour - High schools - Namibia, Transformational leadership - High schools - Namibia, Distributed leadership - High schools - Namibia, Instructional leadership - High schools - Namibia, Effective schools and head teachers - Namibia, Master's theses - Namibia, NUST - Master's theses, 2013