Teachers’ perception of principal’s leadership in improving academic performance in a selected Bloemfontein high school

Abstract

The performance of a school is often linked to the principal’s leadership and there is a growing concern that most South African public schools are not functioning effectively. The observation is that principals hardly go to classrooms to check if teachers are attending their lessons Dongo (2016). This is a qualitative case study which explored teachers’ perception of principal’s leadership in improving academic performance in a selected Bloemfontein high school. The study essentially interrogates the implications of principal’s leadership in improving academic performance as perceived by teachers. This research is informed by School Management Theory of Leithood, (2019). A sample of 15 participants was designated from a selected high school in Bloemfontein, in the Free State, in South Africa, using the purposeful sampling method. Data were collected through focus group interviews with 5 SMT members including the principal, structured interviews with 5 experienced teachers and 5 questionnaires were completed by the subject teachers available. The data collected were analysed and grouped into themes, for further interpretation. The results showed that lack of school principal’s leadership skills could lead to poor school academic performance as perceived by teachers. Teachers viewed the principal’s leadership in schools as a significant variable that can strengthen and enhance school improvement and academic performance. The paper suggests that successful schools be led by a visible principal who communicates frequently about school pedagogical tasks. This study also serves as a guideline on principal’s leadership and how effective school leadership serves as a platform that inculcates the virtues of good teacher and learner, for better performance.