An investigation into the effectiveness of management and leadership of primary, combined and secondary schools in terms of policy, planning and implementation in Eheke Circuit, Oshana Education Region in Namibia

Abstract

The Ministry of Education in Namibia has published the standards that identified twenty – nine aspects of the conditions of a school and its work and provide a way of quantifying the quality of each of these aspects. Seven key areas of the work of schools have been identified. Starting 2007, teams of evaluators begin a program of school evaluations. Grading has to be given to the work of the school on the seven key areas on a four – point scale. In each performance indicator illustrations are given in words of an excellent performance (level 4) on that part of the work of a school, and a performance that show more weaknesses than strengths (level 2). However, no school has been evaluated at level 4 grading in the aspect of management and leadership of schools in Eheke circuit . This qualitative research set to investigate the effectiveness of management and leadership of primary, combined and secondary schools in terms of policy, planning and implementation in Eheke circuit (Key Area 5, performance indicator 5.1). An investigation based on questions set as a guide in the form of an interview as a data collection instrument was undertaken with a sample population of principals, Heads of Departments, school board members and teachers to determine the effectiveness of management and leadership of schools in terms of policy, planning and implementation in Eheke Circuit. Findings revealed that schools were operating with less consideration of visions and missions that supposed to be well known by all and school board members were not fully involved in management and leadership activities of the schools. This led to lack of ownership development and poor implementation. It was evident from the findings that much need to be considered and done before grading schools is effected in Namibia starting with improving on the core aspects of management and leadership which are policy, planning and implementation of plans to establish effective management and leadership of schools for reaching the standard of the best practice and for the code of good practice.