| dc.description.abstract | School principals of performing, average and underperforming high schools in the North West Province face many demanding challenges because they have to fulfil more than one role at a time. In this study, the managerial leadership role of school principals of performing, average and underperforming high schools was compared. The study aimed to determine the nature and scope of the managerial leadership role of the school principal in high schools, to compare the challenges and successes of performing, average and underperforming high schools in terms of their managerial leadership role, and to determine guidelines to improve the managerial leadership role of school principals. The study clearly distinguishes how school principals accept accountability for their tasks. Those in underperforming schools expect accountability from their fellow principals or transfer the responsibility for managing and leading the school to the surrounding school community. The research was done by means of a literature review and an empirical study based on observations made by the researcher and the views of the participants. The study was conducted along the lines of a qualitative research design, since qualitative research is enhanced by descriptions and recounts such as those the researcher tried to elicit through conversations with the participants. With qualitative research, the researcher intended to explore the participants’ experiences and perceptions of specific objects and scenarios and the meaning they attached to those. The data collection methods consisted of interviews and observations. Semi-structured interviews were conducted, as the researcher wanted to allow all of the participants the opportunity to raise their own opinions and viewpoints regarding the managerial leadership role of the school principal in their schools, instead of posing structured questions in a specific order. The researcher conducted face-to-face interviews with the participants. The interviews were audio recorded with the necessary permission of all of the participants. The reliability, trust and anonymity of the data and how these would be implemented were explained. The researcher acted as the research instrument in the study as well as a reliable observer to compare the viewpoints, perceptions and experiences of all of the participants regarding the managerial leadership role of school principals in performing, average and underperforming high schools and to draw his own conclusion from these. This study was aptly supported by a phenomenological research methodology, seeing that phenomenology provides a description of phenomena that can be observed and experienced directly. The research paradigm used in the study is referred to as the interpretivist paradigm because it provides the researcher with the opportunity to explore the world through the use of the viewpoints, perceptions and experiences of participants. The study implemented a purposeful sampling technique to compare the managerial leadership role of school principals in performing, average and underperforming high schools. The sample consisted of twelve principals of four performing, four average and four underperforming high schools. The literature review in the study distinguishes between leadership and management. Leadership is more human-related, while management tends to be more task-related. Various leadership and management theories are discussed. From the study, the democratic leadership approach stands out as the driving factor for the success of any school, while the autocratic leadership approach should be implemented only by exception. The literature review emphasises the importance of the type of role model that the school principal portrays towards his or her teaching staff, which, in turn, will have a positive or negative effect on teaching and learning, depending on the context of or the situation within the school. With the use of Mintzberg’s management model, the literature review also emphasises the challenges that school principals in performing, average and underperforming high schools face on a daily basis, as well as the various roles required from them. Regarding the findings of the study, the literature review proves that contextual and individual factors have an impact on the type of managerial leadership role implemented by the school principal, which, in turn, can influence the quality of teaching and learning of both teachers and learners either positively or negatively. Here, Mintzberg’s management model has been referred to, as school principals in performing, average and underperforming high schools have to perform more than just one role. In the study, it has been found that school principals in performing, average and underperforming high schools must also act as teachers, which prevents them from fulfilling their tasks as the leader and manager of a school efficiently. School principals in performing schools, in particular, made it clear that they needed to empower themselves to stay on top of developments within education. They should also involve their staff in school activities and decision making through participative management. Additional coaching, knowledge, skills and values should enable school principals to make discerning decisions, ensuring success for any school. The researcher makes a number of recommendations but specifically emphasises the importance of recruiting the right school principals and staff members and ensuring that they are fully equipped for their specific jobs. It remains the responsibility of school principals to thoroughly equip themselves for their tasks by attending short courses and workshops. The researcher also recommends that the Department of Basic Education should focus on its duty to stabilise the national education system, thereby allowing school principals the space to fulfil their managerial leadership role of enhancing teaching and learning within their schools. The Department should strive towards increasing support for principals and minimising manipulation. The researcher also recommends that parents should be involved in their children’s school life. They should ensure that homework is done and that their children prepare for tests and examinations. This entails that parents need to be involved in and support the school in all facets. No school principal can manage and lead a school without the support of the school community. The study proves that democratic leadership and participative management provide the key to success for every school. | en_US |
