Investigating the principals’ leadership roles on influencing teaching and learning at secondary schools in Ohangwena region, Namibia
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Date
2024
Authors
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Journal ISSN
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Publisher
University of Namibia
Abstract
The purpose of this study was to investigate of the principals’ leadership roles on influencing
teaching and learning at secondary schools in Ohangwena region, Namibia. The study aims to
help the principals to improve their leadership roles and how principals influence teaching
and learning by identifying the areas of improvements, and necessary interventions for,
teaching and learning at secondary schools level. The study was prompted by the poor grade
12 Namibia Senior Secondary Certificate results inconsistence in the past 5 years in
Ohangwena region. Ten (10) secondary schools in Ohangwena region were chosen according
to their performance based on five years Namibia Senior Secondary Certificate results.
Population of 100 teachers were targeted to complete the questionnaires and ten (10)
principals were interviewed. Only 80 teachers out of 100 targeted teachers participated in this
study. The researcher used the mixed method approach. Appointments were made with the
principals of the targeted schools to conduct the interviews and questionnaires were
distributed to teachers to complete. The data were analysed using information from scribes’
notes where themes were compared and integrated across the major themes that emerged from
the data analysis across all grouped. Data from the interviews were analysed in descriptive
method and subsequently themes were formed to enable thoroughly analysis. Data from
questionnaires were analysed using the descriptive and regression statistics analysis using
tables and charts to interpret the data well. The study found that most principals in the
targeted secondary schools in Ohangwena region lack leadership skills and knowledge
because of lack of leadership trainings or workshops for school leaders and the entry
requirements for the principals post is too low which contributed poor leadership skills that
can enhance teaching and learning at secondary schools’ level. The determinant model
practice was recommended by the researcher in this study to enable principals monitor the
work of learners and teachers’ work in a more transformative ways that would promote
quality teaching and learning. More leadership training workshops were also recommended as
well as enrolment of leadership courses to improve leadership skills
Description
A dissertation submitted in fulfilment of the requirements for the degree of doctor of philosophy in education
Keywords
Leadership roles, Teaching and learning, Secondary schools, Ohangwena region, Namibia, Poor results, Namibia Senior Secondary Certificate, Principals