Perceptions of teachers on leadership and management role of school principals in Vhembe East District

Abstract

This study explored the perceptions of teachers on the leadership and management roles of school principals in the Vhembe East District, focusing on how these roles influence school functionality, teacher satisfaction, and learner academic outcomes. The theoretical framework for this study hinges on the dynamic interplay of leadership theories. This study used an interpretivist research paradigm. A qualitative research approach was employed, with three data collection instruments used, namely, semi-structured interviews, observations, and document analysis. The sampled participants comprised 10 teachers, 10 departmental heads, and five principals. A total of 25 participants were selected to ensure that the data collected would produce trustworthy and reliable findings after the analysis process. Participants were purposefully selected to ensure the collection of relevant and authentic insights. The thematic content data analysis strategy was used. The findings revealed the importance of supportive and inclusive leadership, effective resource management, transparent communication, and professional development opportunities in fostering a positive school environment. It was evident that principals' adaptability and active engagement enhanced job satisfaction and school culture, while challenges such as resource constraints, inadequate leadership training, and communication barriers were significant, particularly in rural schools. A strong correlation between effective leadership practices and improved learner academic outcomes was evident, underscoring the need for evidence-based, inclusive management strategies. This study contributes to understanding school leadership dynamics and provides practical solutions to improve educational outcomes in schools in the Vhembe East District.