Browsing by Author "Dlamini, Ephraem"

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    Principals’ leadership practices and their influence on primary schools’ teachers’ performance in Shiselweni region of eSwatini
    (University of Zululand, 2022) Dlamini, Ephraem
    Leadership forms the cornerstone of quality teaching and learning. In order for schools to produce quality results, effective leadership is imperative. Effective leadership is benchmarked on the leadership practices used by the school principal. Depending on their leadership styles, principals can impact teaching and learning either positively or negatively. Therefore, this study explored principals’ leadership practices and their influence on primary schools teachers’ performance in the Shiselweni region of Eswatini. Using the embedded mixed method, the study used a sample of 110 participants, who comprised 10 primary school principals and 100 teachers. The principals were selected using purposive sampling whereas the teachers were selected using stratified random sampling. Qualitative data were collected using semi-structured interviews and quantitative data were collected using Likert scale questionnaires. The interviews were conducted with the school principals, whereas the questionnaires were distributed to the teachers. Qualitative data were analysed using thematic content analysis, whereas quantitative data were analysed statistically using both descriptive and inferential statistics through the Statistical Package for Social Sciences (SPSS) (Version 28). The findings revealed that there was a strong positive correlation between teachers’ performance and principal leadership styles. However, the findings indicated no particular leadership style was suitable in all situations. To improve teacher morale, principals need be supportive, and the school environment has to be conducive. As revealed by the findings, teachers’ performance is positively influenced by adequate teaching and learning materials as well as opportunities for professional growth and fulfilment. Based on the findings, the study concludes that good leadership practices promote effective teaching and learning and vice versa. Teachers are also likely to perform better when they feel important and when their needs are met. Therefore, the study recommends that principals adopt situational leadership practices. Principals should involve teachers in decision making so that they do not feel alienated. The welfare of teachers also should be taken seriously as it influences their performance.