Characteristics of school leadership and management in low and high performing schools: voices of SMT

Abstract

The purpose of this research was to explore the school leadership and management characteristics in high-performing schools (HPSs) and low-performing schools (LPSs), with a focus on how their characteristics (based on their roles and responsibilities) contribute to the quality of the schools. By concentrating on both HPSs and LPSs in the Tshwane South District, the research identified specific characteristics among the participants, with the emergent subthemes: i. Shaping the direction and managing the school as an organisation ii. Managing teaching and learning and assuring accountability iii. Working with and for the community These factors influenced schools’ quality and the researcher delved into leadership theories connected with these characteristics.

Employing an interpretive paradigm, the study established its philosophical foundation through document analysis and semi-structured interviews. The results highlighted the necessity for varied leadership approaches, placing particular emphasis on the significance of the participative leadership theory in HPSs. In challenging the concept of a universal leadership model for school excellence, the study introduced a theoretical framework linking the model of school effectiveness and theories of school leadership to form theoretical pluralism and comprehend the intricate dynamics of leadership and management in public schools. It also advocated for the further exploration of participative leadership as a key aspect in achieving excellence in education.