Shikukumwa, TadeusKazonga, James2026-09-292026-09-292025http://hdl.handle.net/11070/4315A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in Leadership, Management and Policy studiesIn 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 ii 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 KhomasenDifferential learning needsInfluenceInstructional leadershipLearners’ performanceSchool leadershipSchool performanceNamibiaUniversity of NamibiaThesis