n Journal of Educational Studies - Integrating leadership models to enhance the performance of learners in South African Schools - research

Volume 16 Number 2
  • ISSN : 1680-7456


The purpose of this article is to examine whether the taxonomy of integrating instructional, transformational and distributed leadership models of leadership roles of principals can enhance the performance of learners in the school context in South Africa. To meet the multiple challenges in the next decade, 21st century principals need to develop skills and strategies that are critical for providing a positive learning environment for the learners. Initiatives introduced in education systems the worldover to increase learner performance in schools have resulted in principals being accountable for the success and academic improvement of learners. Innovative principals integrate leadership models to enhance the culture of teaching and learning in their schools. Qualitative evidence was collected from six schools selected through purposive sampling covering schools in the same district. This study established that the integration of leadership models was a key ingredient for creating a culture of teaching and learning in schools, which led to improved learning outcomes. The findings of the study show that principals as instructional leaders are responsible for multiple functions, including creating a climate for effective teaching and learning. In order to promote their core responsibility of creating a culture of teaching and learning, principals needed to be strategic in integrating leadership roles. This study has shown that the essence of integrating leadership models is to transform schools into centres of academic excellence.

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