Influence of school leadership on Grade 10 examinations results: A case of four secondary schools in //Karas, Namibia
| dc.contributor.author | Shikongo, Naemi | |
| dc.date.accessioned | 2021-11-22T07:32:57Z | |
| dc.date.available | 2021-11-22T07:32:57Z | |
| dc.date.issued | 2021 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Leadership, Management & Policy studies) | en_US |
| dc.description.abstract | Namibian, National Grade 10 academic performance has declined from 2014 to 2016. Of the 111289 full-time candidates who wrote Grade 10 national examination in 2014 to 2016, only 59 559 candidates qualified for admission to grade 11. A comparable situation prevails in the //Kharas Region, where the academic performance for Grade 10 learners has declined between 2014 and 2016, from 42% pass rate to 30% according to the statistics of //Kharas Region of the Directorate of National Examination and Assessment. Beside this backdrop, and by exploring the practices of the selected schools’ principals, this study investigated the influence of school leadership on grade 10 learners’ academic performance of the selected schools in the Kalahari Circuit //Kharas Region. The objective was to gain an understanding of whether, school leadership contributes to the learners’ academic performance. The study employed qualitative research approach. Data was constructed through semi-structured interviews and document analysis. Mainly, the researcher observed and found discrepancies between how principals understood their leadership roles, and what they actually practiced. It gives an impression that, crucial to this breach between what was understood and what actually was applied was the correlation that the principals had with relevant staff members and, in turn, the types of relations that existed among staff members. Hence, it was found that poor staff relationships, which derived from poor leadership, had direct influence on academic performance of learners. Concurrently, as per researcher’s observation poor leadership, poor staff relationships, and the poor academic performance of learners, affected the determination and obligation of both educators and principal. The study highlighted a concern that continues to challenge schools, beside //Kharas Region, but Namibia at large, namely unqualified and underqualified educators. The study also found that the absence of leadership and management training for principals plays a significant role in their in/capacity to lead and manage schools. Intrinsically, the study recommended that, the ministry of education needs to make provision for job-related leadership training for school leaders. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3072 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.title | Influence of school leadership on Grade 10 examinations results: A case of four secondary schools in //Karas, Namibia | en_US |
| dc.type | Thesis | en_US |