Leadership-Advancing Great Leadership Practices and Good Leaders: Developing Good School Leaders in Botswana – Advancing Leadership for Learner Outcomes

Abstract

The study investigated how headship teacher professional development proficiencies and academic performance, of two high-performing primary schools in the Kweneng region, helped them become better school leaders. The study used multi-cross case study analysis, qualitative approach, and purposive sampling to gather data from semi-structured, focus group interviews, observations, and document analysis. Twenty-eight participants in this study were four senior teachers, six teachers, 12 students, two school heads, two deputy school heads, and two heads of departments. This study utilised Kiral’s Excellent Leadership Theory in Education. The study’s aim was to determine how the school heads of two rural primary schools with high academic performance and teacher professional development leadership development evolved into effective school leaders. The cross-analysis case study revealed that high-performing rural primary schools possessed: leadership and continuous improvement, excellence and perfectionism, excellent leadership in their schools, and implementation of excellent leadership in their schools. The study concluded that solid leadership practices and strong learners’ academic performance are needed in schools. The study also showed that school leaders who prioritised teachers’ continued professional development had an excellent academic performance. This study recommends that great school leaders may promote consistent teacher-professional learning support, which promotes high academic performance.

1. Introduction

It is expected of school leaders to lead their schools in a way that fosters the intellectual growth of the teachers they are directing [1]. This will teach school leaders how to lead effectively and efficiently without wasting human or financial resources [2]. But in order to succeed, school leaders must exhibit outstanding leadership [3]. Although there are many outstanding school leaders who demonstrate excellent leadership behaviors for ongoing learners’ academic performance, this excellent leadership approach has not been scientifically conceptualized. Because excellent school leaders can support their teachers’ success, which leads to exceptional academic performance among learners, this study conceptualizes the two as a result [3]. These excellent school heads demonstrate proficiencies, such as leadership and continuous improvement, perfectionism and excellence, and excellent leaders in education [3].

The school leader who demonstrates good leadership behavior sets an example for the teachers she supervises. They are motivated by this to move in the intended direction and manner [4]. By providing the best learning and teaching environment for learners’ growth in terms of cognitive, emotional, dynamic, social, and cultural components, good school leaders create a setting that improves the motivation of both the instructors and the learners [5]. Additionally, a good school head encourages teachers to concentrate on the expectation of high levels of accomplishment by selecting the appropriate teaching strategy, fostering a positive school environment, and monitoring student development [6]. In order to ensure that the curriculum is followed, a great school head must demonstrate strong leadership in matters of education [7]. Thus, the role of the school head is to maintain high standards for both teachers and learners, supervise classroom instruction, plan the curriculum, monitor learners’ progress, and make the necessary accommodations [8]. Therefore, an effective school head constructs a vision and a plan of action, understands and supports instructors, reorganizes and trains the teachers, and oversees educational efforts. The teachers are then motivated to be committed as a result [9, 10].

In an endeavor to produce outstanding school leaders, the Botswana Ministry of Education and Skills Development has continually pushed to improve school management at all levels. To do this, they gave primary school heads access to the Primary Schools Management Development Programme (PSMD). The primary goals of the PSMD were to improve primary education in Botswana by supporting school management teams and providing them with effective management training [11]. This project gave leaders more authority and established a durable primary school management system [12]. According to a PSMDP evaluation study’s findings, the program was effective in achieving its goals [13]. In an additional effort to improve management in primary education, the University of Botswana established a Bachelor of Education in Educational Management Program and later a Bachelor of Education in Primary School Program [14]. Both programs aimed to prepare people for more important leadership roles in the field of primary education. The Institute of Development Management (IDM), head teachers’ conferences, and school- and cluster-based seminars are just a few of the ways that school leaders have received support to improve their leadership behaviors and raise school performance.

2. The problem statement

In an effort to raise educational standards in Botswana, the Ministry of Education and Skills Development has consistently worked to improve school management at all levels. One such effort at the primary school level was the PSMD (Primary Schools Management Development Programme), which aimed to improve primary education through better leadership.

The PSMDP, which was partially in response to the RNPE (Revised National Policy on Education) of 1994, stated that the head, in their capacity as instructional leaders, along with the deputy and senior teachers, should assume primary responsibility for in-service training for teachers within the schools, through routine observation of teachers and the organization of workshops, to foster communication between teachers of professional matters and to address weakness (Republic of Botswana, 1994, p.47).

The results of these efforts are shown by the Botswana Examination Council Reports from 2015 to 2020, which show that 7.6% of the 91 primary schools in the Kweneng Region achieve an average of 81.5% in the ABC category in the Primary School Leaving Examinations (PSLE). These outcomes demonstrate the academic success of these primary schools. Therefore, the purpose of this study is to determine the extent to which these primary school heads in the Kweneng Region excel as leaders by examining their teacher professional development, leadership skills, and academic performance. The first of the study’s two main research questions was: Which headship teacher professional development leadership proficiencies contribute to high academic performance among learners in rural primary schools in the Kweneng Region? and 2. How do headship teacher professional development leadership proficiencies that account for good learners’ academic performance make school heads excellent leaders in rural primary schools of the Kweneng Region?

3. Literature review

3.1 Headship managers claiming leadership for better learner outcomes

School leaders that demonstrate leadership and continuous improvement, perfectionism and excellence, and strong leadership in educational organizations are likely to have learners who perform well academically [15]. One of the leadership qualities that helps learners perform well academically is leadership and continuous improvement because it influences teachers’ qualifications and enhances how they deliver lessons [16]. This aids school leaders in identifying and maintaining ongoing strategies for developing exceptional schools [17]. It has been discovered that perfectionism and excellence are among the leadership proficiencies that help students perform well in school and develop school heads into effective leaders [18]. Perfectionistic school heads work harder to produce high academic performance from both their own (school heads) and others’ (teachers created by school heads) efforts [19].

The leadership qualities that make school leaders good leaders and contribute to learners’ academic performance have been linked to excellent leadership in educational organizations [20]. This is true since the head of the school is the one who directs and influences the teachers to teach and learn in the desired methods [21]. Furthermore, in order to collaborate with teachers and learners and produce strong academic performance, school leaders must exercise excellent leadership by taking into account the dimensions of the structure, process, function, climate, and environment [22]. According to this theory, great leaders with strong leadership abilities can build fantastic educational schools. The lack of educational coverage of the topic generated the researcher’s interest in it to fill the knowledge gap [23].

3.2 Leadership for good learner outcomes

The school heads who train teachers constantly persuade them to pursue higher education, which aids in their quest for job advancement [16]. Teachers who get constant guidance strive for excellence in whatever they do [15]. Furthermore, outstanding schools offer a top-notch curriculum that is supported by strong leaders that encourage their staff members to further their careers. These outstanding leaders create the present in the safest and best way possible while keeping in mind the past and the future for this to be possible, which makes it possible [24]. Additionally, school heads must work to figure out how to construct good schools and sustain this endeavor by training the best teachers possible through knowledge transfer and production [25]. The idea that a leader’s ability for excellence is defined by both themselves and those who follow them [26] forms the basis for the pursuit of excellent leaders who grow their teachers professionally in education. This proves that practical leadership in education is necessary because it demands a commitment to excellence through knowledge development [3].

It is one of the functions of education to develop teachers professionally through knowledge building by school heads. It is important to provide professional development for teachers, and school leaders who demonstrate these traits should be sought out and chosen [27]. The school heads must employ a variety of strategies to encourage teachers to advance their careers through workshops and additional training [28]. This is appropriate given that excellent leaders must possess traits like motivating teachers to pursue further education through workshops and encouraging them to do so in order to exert influence and control over students and improve academic performance [29]. When teachers are professionally developed, this aids school heads in motivating them to emphasize information inquiry, reflection, and learning [30]. Effective school leaders have clear goals for their organizations as well as high expectations for learners who excel academically [22]. They found that effective school heads build a process that emphasizes research, reflection, and discovery rather than giving orders, have ongoing conversations with teachers, and develop alternative forms of education [31, 32, 33].

3.3 Excellent leadership as a helpmate for good leadership

The school leader who demonstrates effective leadership conduct motivates and sets an example for the rest of the faculty and staff [34]. In terms of cognitive, emotional, dynamic, social, and cultural components, effective leadership can create an environment that encourages the motivation of both teachers and learners; these school heads provide the best learning and teaching environment for their development [35]. A successful school leader also encourages teachers to place a high priority on achievement by assisting them in selecting the most appropriate teaching strategy [36]. The school heads support the teacher by organizing lessons, measuring student growth, and fostering a pleasant learning environment [12, 13, 37]. Strong leadership in educational affairs, articulating expectations for learners and teachers, and developing a leadership structure to assure curriculum accomplishment are all characteristics of a good school leader [29].

In a high-performing school, the role of the school leader is to sustain high standards for both teachers and learners, supervise classroom instruction, plan the curriculum, monitor students’ progress, and make the necessary arrangements [21]. As a result, it is anticipated that school leaders will focus on instructional leadership [38]. Successful school leaders have the following traits: they construct a vision and a plan of action, they comprehend and develop people, they reorganize and teach the organization, and they oversee educational activities [28]. The school heads should motivate staff members to strive for the high-performance standards they have established as a community [39]. To motivate learners to perform well academically, the culture of the school should be built through the school heads’ passion, commitment, and talents [40, 41].

Successful school heads are able to motivate teachers, specify organizational roles and objectives, plan and coordinate, support teachers, give them tasks, and monitor their behavior [42]. To direct teachers toward the goals of their schools, school heads use a range of strategies [27]. These strategies include prioritizing educational initiatives, holding participants to high standards, being resourceful, and fostering a secure learning atmosphere. Finding the school’s rules, processes, laws, and regulations that support strong academic performance is one of an effective school leader’s traits [43]. Effective school heads have a direct yet significant impact on the effectiveness of the school and the academic performance of their students [31, 44, 45, 46].

4. Research methodology

4.1 Research approach and research design

The participants in this study were visited at their respective schools as part of a qualitative research approach, and they were asked to reflect on how their school leaders had trained their teachers, how this had improved their performance and academic results, and how it had helped them become excellent school leaders [47]. In order to ensure that teacher development proficiencies and academic performance are examined through a number of lenses and that commonalities inside the schools and across instances are probed, the descriptive multiple case study research design visited the two high-performing schools [48].

4.2 Participants

There were 28 participants who took part in the study, including four senior teachers, six teachers, 12 students, two school heads, two deputy school heads, and two department heads. This group was purposively picked as they were working with the school heads on daily basis and hence had vital knowledge about their teacher professional development proficiencies and academic results [47, 49]. Due to the contributions of these participants, it was possible to compare the data gathered to identify commonalities among high-performing schools [50, 51].

4.3 Data collection procedures

The researcher spent 5 months gathering data in the Kweneng Region. Interviews, observations, document analysis, and focus groups were used to gather information for the study. Sixteen (16) teachers were interviewed, and twelve (12) learners participated in focus group discussions, out of the twenty-eight (28) participants that took part in the study. There were two Focus Group Discussions (FGD 1 and FGD 2,) with a total of six learners in each (FGD). All of the interviews and focus groups were recorded and transcribed digitally. During the interviews and focus groups, field notes were also obtained. The data acquired from interviews and focus group sessions was supplemented and corroborated by daily journaling and a review of pertinent educational documents. The researcher was able to improve triangulation as a result of this [47].

4.4 Data analysis

Additionally, the researcher employed content analysis to help with data reduction that makes sense and theme analysis to find patterns in what appeared to be random material throughout the instances [48, 52]. Based on the study questions, the themes within the data set are analyzed through thematic analysis to determine their significance [52]. The author maintains that in thematic analysis, labels that are provided to texts in order to summarize key ideas are utilized as codes. The codes are essential because they serve as the basis for themes, which are recognized patterns within a data set [48]. The five steps of thematic analysis are: (1). Familiarize yourself with the data; (2). Look for themes and patterns in the codes; (3). Reviewing the themes, concluding the themes, and (4). Create an analysis. Each instance was built by the researcher using the data from that case [52]. Three crucial steps made up the case study construction process [52, 53]. The case record was constructed (a condensed version of the raw case data organized, classified, and edited into manageable data files), the raw case data (all information gathered about the school head and the schools) were assembled, and then the writing of the case study narrative (a readable, descriptive story about the school head and a school) were written [52]. The case narratives underwent inductive analysis to look for themes and patterns. These emerging themes and patterns from the case data were examined deductively in relation to the research questions and theoretical framework in order to determine the answers to the research questions. The research conclusion was developed using the findings that were discovered [48].

In conclusion, it is important to remember that the researcher went through the following steps when processing the data. Reading and rereading of all transcripts and papers were done after transcribing the audio-record data and documenting data records. This made it easier for the researcher to pinpoint key information in the data, explain emergent sub-themes and themes, and choose quotes to support those themes. The cross-case analysis that led to the generation of the findings was guided by the main findings, which reflected the central emergent notion from a series of cases. The conclusions of the study were given by the findings.

4.5 Ethical considerations

The nature of the study, its objective, duration, and benefit in terms of ethical considerations were explained to the gatekeepers and participants. The protocols for gathering data, assessing risks, and maintaining confidentiality were all followed. To maintain confidentiality, the following pseudo names were used for participating schools and school heads: Ms. Retlwa for Moretlwa Primary School, and Ms. Rojwa for Morojwa Primary School.

5. Findings and discussions

Three primary themes emerged as; headship managers claiming leadership for better learner outcomes, leadership for good learner outcomes, perfectionism as an enabler for good academic performance and excellent leadership as a helpmate for good leadership.

5.1 Theme 1: headship managers claiming leadership for better learner outcomes

Ms. Rojwa was deemed to assist teachers with current research- related to educational issues, trends, and practices that maintain a high level of technical and professional knowledge. This was confirmed by Participant 4 who acknowledged that “When it comes to issues of research, she mainly delegates those who are capable.”Meanwhile, FGD 1 states that “My teacher once conducted a research interview with us.” Moreover, Ms. Rojwa helped teachers with current research-related educational issues, trends, and practices that maintain a high level of technical and professional knowledge. Participant 1 acknowledged it by stating that “The school head calls people to come and teach us on issues of research.” Likewise, FGD 2 confirmed it by positing that “My school head helps the teachers to do research before they teach us.” The researcher looked at the agendas for staff development activities, departmental meeting documentation, a summary of the staff survey, professional conference attendance, and professional organization membership to see how the school heads were implementing them and there were there.

According to the literature, effective school leaders must mandate that teachers perform research before teaching their learners because doing so increases teacher productivity and causes them to surpass the school’s goals [51, 54]. Additionally, according to literature, the finest school heads help their staff find the necessary information prior to teaching, earning their respect [27]. Additionally, effective school heads establish close relationships with their followers [55]. Excellent school heads established limits based on their own abilities and those of those around them [53, 56]. Going far outside one’s comfort zone is a requirement for excellence, according to the literature [25]. In this circumstance, the leader must strive to raise both his or her own capabilities as well as those of the people around them [57]. Excellent leaders must look for ways to optimize both their own and their followers’ potential by setting these boundaries in line with themselves and them [24].

On another note, Ms. Retlwa was said to assist teachers to go for further studies. Participant 6 revealed that by positing that “She continually tells us that professional development may help us improve our competencies and even give us a wide range of opportunities.” Meanwhile, FGD 1 states that “I don’t know if she encourages teachers for further studies.” Ms. Rojwa was also thought to inspire teachers to pursue further studies, Participant 2 said, “She talks with us about furthering our studies,”FDG 2 verified by saying, “My teacher once went for further studies.

Literature supports the claim that effective school leaders encourage teachers to advance professionally [27]. The head of the school must see to it that she encourages teachers to pursue higher education at all levels and stages because it enhances their ability to teach [25]. Teachers must also advance professionally because they are viewed as change agents’ at all educational levels [35]. As a result, the school heads’ judgments about teaching and education must have a good impact on teachers and the educational process [49]. Additionally, a school head who exhibits strong leadership qualities tries to maximize educational and instructional activities with the school’s staff members, from encouraging teachers to conduct research before teaching their students to encouraging them to pursue higher education [23, 43].

5.2 Theme 2: perfectionism as an enabler for good academic performance

Ms. Retlwa modeled professional behavior and cultural competency to learners, staff, and other stakeholders since she was sympathetic and sociable. She also behaved professionally, something she advocated for. Participant 1 stated that the school head leads by example. He stated that “The school head encourages professionalism by all means; she even encourages us to have membership on professional organisation.” A learner from FGD 1,“She is a very sociable person who encourages her teachers to attend professional conferences.” The researcher looked at the staff development activity agendas, departmental meeting documentation, a summary of the staff survey, professional conference attendance, and professional organization membership to see how the school head was administering the above documents. There were there. This showed that the school head had professional development proficiency. Ms. Rojwa modeled professional behavior and cultural competency to learners, staff, and other stakeholders, by having different motivators such as pastors and councilors, giving teachers appreciation letters, learners were appreciated in front of others and learners who were not doing very well were engaged. Participant 3 remarked that “Our school head encourages us to have professional activity agendas.” A learner for FGD 2 argues that “She also gives clear expectations to teachers on academic performance.” The school head had a master schedule, subject compliance, facility use log, and the ground’s management schedule documents which also showed that the school head had organizational management.

Research backs up the idea that the head of a school should constantly pursue excellence within the context of an excellent educational organization because excellence ensures development [58]. Additionally, school heads should genuinely value excellence and inspire their staff to do the same [55]. In light of this, research demonstrates that excellent interpersonal skills are essential leadership qualities that can motivate a person to act favorably toward both himself and those around him [26]. The socially oriented expectation of excellence may also be used to express the excellent behavior that the followers expect from the leader [59, 60]. Because of the visions they advance, leaders are the first among those who do not conceive of excellence independently from their lives and strive for the best [61]. As a result, those who follow the leader expect the leader to possess excellent leadership qualities [1].

The heads of schools must be able to help teachers grow through professional organizations [62]. As a result, these school heads must exhibit excellent leadership by participating in professional organizations and attending professional conferences [51, 54]. The path to excellence entails both the growth of the influenced person or group and the ongoing development of the influencer [18]. Limits in the pursuit of excellence are determined by the leader and his followers, according to literature. On the road to excellence, stability and tenacity are essential [18].

5.3 Theme 3: excellent leadership as helpmate for good leadership

Ms. Retlwa also assisted teachers to understand the Botswana Education rules, regulations, laws and school policies, and procedures in meetings and workshops and made sure that there were followed. Participant 3 reported that the school head discusses the rules and regulations through meetings. She said that “Every teacher is encouraged to have an educational act so that she can visit it from time to time.”FGD 1, posits that “My school head told us that it is not according to the education laws when teachers beat the learner.” The school had Educational Act and the school rules and regulations.

Similarly, Ms. Rojwa assisted teachers to understand the Botswana Education rules, regulations, laws, and school policies and procedures by encouraging teachers to read the educational policy documents, inducting the new staff, learners and parents, and using the educational documents all the time and also using the school rules and procedures. Participant 3 pointed out that “We consistently have workshops where we are taught about the Botswana Education rules, regulations, laws and school policies and procedures. This serves as a gentle reminder.”FGD 2 said that “My school head teaches us school rules when we have meetings with her.”

This was supported by literature, which argued that strong leadership might produce excellent leadership. Having defined goals is one approach to do this, according to the author, as teachers cannot be motivated by vague or abstract objectives [22]. Additionally, research demonstrates that effective leaders must set clear, well-defined goals, policies, procedures, rules, and regulations for all teachers in order to move forward consistently and enhance standards [25]. The idea that school leaders need to be good communicators who can inspire and motivate their teachers while also encouraging them to complete their responsibilities is supported by research [63]. In order to ensure the transition, leaders should actively participate in developing new policy proposals [29]. Furthermore, sustaining the status quo is difficult since there are always people in an organization who favor keeping outmoded practices in place [15]. Excellent leaders are aware that overall quality leadership is essentially a constant assessment since no process is too good to be improved [46]. In order to overcome, alter, or remove the circumstances that impede organizational growth and development, a great leader must be a challenger [27].

Great leaders according to literature think that in order to grow the organization, they must collaborate with their subordinates [22]. Leaders should be actively involved in matters such as maintaining high standards and inspiring their followers, from developing the protocols for teaching and instruction to evaluating the outcomes of new initiatives. By acting as both teachers and role models, the finest leaders encourage their staff to perform at higher levels [27]. An outstanding leader must perform above and above the call of duty to produce exceptional outcomes, enable subordinates to reach their full potential, possess self-assurance, be an effective communicator, be charismatic, be goal-oriented, and accept accountability [25].

6. Research implications, strengths, and limitations

6.1 Research implications

This study has demonstrated that excellent leadership can enable good academic performance and good leaders. The findings of this research may also be consolidated or further developed through any future study that will focus on learner performance in rural secondary schools in Botswana.

6.2 Practical implications

It is noteworthy that school heads in this study encouraged regular good teacher professional learning support, which encourages dialog, giving feedback and enhancing experiential learning.

6.3 Strengths and limitations

The major limitation of this study and any case is that it is context-bound which limits generalization to other contexts. The study, therefore, recommends the need for replication studies in other rural and urban areas of Botswana to establish if the findings of this study are robust and also to identify any differences between rural and urban contexts. The findings of this study can contribute to designing future leadership development programs for school heads in rural schools.

7. Conclusions

As can be observed, this study has demonstrated that there are numerous outstanding leadership traits and actions, and the study has demonstrated how they can be used in the context of education. School heads as leaders have been found to play crucial roles in education and have great influence over how schools are run and how academic performance should be. In the schools they oversee, school leaders serve as important role models. School heads’ ideals, goals, and aspirations are significant and can influence whether or not schools perform well academically.

Learners’ present and future are in the hands of school leaders. This study has demonstrated that school heads have a significant influence on the effectiveness of instruction and student accomplishment in the classroom. To maximize the professional behaviors and practices of teachers and to provide high-quality continuous professional development, the leading school leaders collaborate with all stakeholders for the success of the school. High academic standards and expectations can be established for the school by the school head, who can set an example for all participants in the school climate. Therefore, school head teacher professional development proficiencies and academic performance advance good school leaders.