An investigation into the relationship between educational leadership and learners' performance in the Kavango region, Namibia

[摘要] ENGLISH ABSTRACT: In Namibia, the national Grade 12 academic performance for the Namibian Senior SecondaryCertificate (NSSC) ordinary and higher levels examination has declined from 2011 to 2013. Ofthe 58 785 full-time candidates who wrote the Grade 12 national examination during the period of2011 to 2013, only 4 610 candidates qualified for access to higher education (Ministry of Education[MoE], 2013e). A similar situation prevails in the Kavango Region, where the academicperformance of Grade 12 learners has declined steadily between 2011 and 2013, from a 30% passrate to 24.4% according to the regional statistics for the Kavango Region of the Directorate ofNational Examination and Assessment [DNEA] (MoE, 2013d). Against this backdrop, and byexploring the practices of four secondary school principals, this study investigates the relationshipbetween school leadership and learners' academic performance at four secondary schools in theRundu Circuit in the Kavango Region. The objective of the study was to gain an understanding ofwhether, and how, school leadership contributes to the learners' academic performance in school.The study employed a qualitative interpretive research method. Data was constructed throughsemi-structured interviews, observations and document analysis.Primarily, the study found inconsistencies between how principals understood their leadership andmanagement roles, and what they actually practised. It would appear that, central to this gapbetween what was understood conceptually and what actually was implemented was therelationship that the principal had with his or her relevant staff members and, in turn, the types ofrelationships that existed among staff members. To this end it was found that poor staffrelationships, which either emanated from poor leadership, or led to poor leadership, had a directeffect on the academic performance of learners. Concomitantly, poor leadership, poor staffrelationships, as well as the poor academic performance of learners, affected the morale andcommitment of both educators and the principal. Underlying the issue of poor relationships, thestudy brought into stark focus a concern that continues to challenge schools, not only in theKavango Region, but in the whole of Namibia, namely the issue of unqualified and under-qualifiededucators. The latter, together with poor learner commitment, which is exacerbated by inadequateand questionable parental support, has contributed to the current situation of a dismally poor Grade12 success rate, and an equally dismal number of learners who actually qualify to access highereducation. The study found that the absence of leadership and management training for principals plays asignificant role in their (in)-capacity to lead and manage schools. The unpreparedness formanaging the school as an organisation, which includes the critical management of staff andlearners, has had serious implications for the type of teaching and learning that takes place in thefour schools. The poor state of the Grade 12 learner results is just one indicator that the issue ofinadequate leadership skills needs to be addressed by the Namibian Ministry of Education. Assuch, the study recommends that, if the education ministry wishes to address the academicperformance of learners, it would need to make provision for in-service leadership training forschool principals.

[发布机构] Stellenbosch University