An evaluative study of the influence of the principal's leadership on learner academic performance

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dc.contributor.advisorChetty, M.K.K.
dc.contributor.authorMkhize, Thembinkosi Simon
dc.date.accessioned2011-06-23T08:53:51Z
dc.date.available2011-06-23T08:53:51Z
dc.date.issued2005
dc.descriptionSubmitted in partial fulfillment of the requirement for the degree Master of Education in the Department of Educational Planning and Administration at the University of Zululand, 2005.en_US
dc.description.abstractSchools are judged by their results and the quality of learners they produce. The quality of learners depends, among other things, on the amount of knowledge and skills he or she acquired at school. Motivation, both intrinsic and extrinsic, plays a crucial role in the learner's performance and acquisition of knowledge. The principal, through the effective exercise of his leadership role, motivates learners to make concerted efforts to improve their academic performance. A literature study and empirical investigation were conducted to determine the principal's role in influencing learner academic performance. The study investigated the kind of leadership that the principal has to exercise in order to contribute to the improvement of learner academic performance. It also investigated the leadership style that the principal has to adopt to improve learner performance. Factors that hinder effective leadership and negatively affect learner performance were also highlighted. A key finding was that principals do not involve learners in making decisions on matters affecting them. Their leadership style has an autocratic bias and they cannot strike a balance between democratic and autocratic leadership. Most principals also did not provide instructional leadership in their schools by, among other things, monitoring learner progress, showing high expectations of learners and visiting classes regularly to ensure that teaching and learning take place. A key recommendation was that principals should keep communication channels open so that they are informed about the feelings, needs and problems learners encounter in schools. Monitoring of learner progress cannot be overemphasized. It was recommended that principals should involve learners in making decisions on matters affecting them. It was also recommended that effective leadership requires a balance between democratic and autocratic leadership styles.en_US
dc.identifier.urihttps://hdl.handle.net/10530/635
dc.language.isoenen_US
dc.subjectSchool principals--Rating of--South Africa--KwaZulu-Natal.en_US
dc.subjectEducational leadership--South Africa--KwaZulu-Natal.en_US
dc.subjectMotivation in education--South Africa--KwaZulu-Natal.en_US
dc.titleAn evaluative study of the influence of the principal's leadership on learner academic performanceen_US
dc.typeThesisen_US
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