Influence of principals' instructional leadership roles on learners’ academic performance at selected public secondary schools in the Khomas region, Namibia
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Date
2025
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University of Namibia
Abstract
In the Khomas Region, 75%, 67.6% and 71% of the total number of Namibia Senior
Secondary Ordinary level candidates failed to qualify for grade 12 in 2022, 2023 and
2024, respectively (MoEAC, 2025). Therefore, the Khomas Region failed to meet its
set regional target for academic improvement of 50% (MoEAC, 2023). It is against
this background that this study focused on the influence of principals’ instructional
leadership roles on learners’ academic performance at secondary schools. A case study
design and qualitative research approach were used to investigate this phenomenon.
The study was conducted in the Khomas Region in Namibia. Four public secondary
schools were selected by through purposive sampling method, comprising two highperforming schools and two low-performing schools, based on the 2022-2024 grade
11 NSSCO national examination results. 22 participants who experienced the
phenomenon under study, which included 3 principals, 8 HoDs and 11 teachers from
the 4 schools, were interviewed to generate in-depth data that clarified misconceptions
about this study, such as, the principals directly teach, the instructional leadership is
the only factor and that instructional leadership is about monitoring teachers only.
Additionally, observation and document analysis were adopted to triangulate the
interview responses, ensuring the findings’ credibility. The data were colour-coded
into themes. The study found that the influence of the principals who actively engage
in instructional leadership, such as setting clear goals, promoting conducive school
climate, managing instructional programmes, providing resources and developing
leadership skills and knowledge, positively correlates with high learners’ performance.
These findings may benefit the principals by assisting them to nurture professional
relations with teachers, learners and parents to work together toward the advancement
of learners’ academic performance. They may also assist policymakers in reviewing
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the educational policies on leadership and management to enhance learners’ academic
performance. The study recommended that a longitudinal study could assess the longterm effects of principals’ instructional leadership on academic performance in
selected public schools in Khomas region. It also recommended that carrying out
comparative studies cross different regions on the principals’ instructional leadership
influence on the learners’ academic performance could investigate whether the
influence of principals’ instructional leadership on learners’ academic performance
varies across different regions, for instance, rural versus urban, or Kavango versus
Khomas
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in Leadership, Management and Policy studies
Keywords
Differential learning needs, Influence, Instructional leadership, Learners’ performance, School leadership, School performance, Namibia, University of Namibia