Abstract
D.Ed.
This research study focused on leadership as a key responsibility of the school principal. The statement of the problem and aims of the study were outlined in Chapter one. In the literature review carried out in Chapter two it was argued that principals in Thulamahashe circuit should have knowledge of leadership theories, dimensions of leadership and adequate leadership skills, appropriate styles, qualities and roles in order to lead schools effectively. This is one factor that could possibly contribute towards the establishment of effective school performance and democratic leadership in schools within Thulamahashe circuit. This research study is quantitative in nature. A structured questionnaire was
used to collect data on the opinions of the respondents based on leadership as a key responsibility of the school principal. The questionnaire consisted of sixty five items and fifty-five items were relevant for this particular research study. The structured questionnaires were distributed to a convenient cluster sample within the Thulamahashe circuit at Bushbuckridge region in the Northern Province. The respondents in this research study were teachers and principals from all types of schools within Thulamahashe circuit with the exception of crèches. The factor analysis was used to reduce the items into two factors named as leadership effectiveness (factor 2.1) and democratic leadership style (factor 2.2). The two factors were used for analyses purposes. Based on the information gathered using the structured questionnaire, each item relevant to this research study was analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors that make up leadership as responsibility of the school
principal were analysed and discussed. With regard to aspects of principals as effective leaders, it was found that the respondents agree that principals should be effective leaders. In other words, they agreed with the principles and theoretical characteristics of effective principals, as set out in chapter two. However, when the same respondents
evaluated their own principals they are inclined to agree that their principals are democratic leaders. There is a gap between the theory and practice. In practice, it seems principals in the Thulamahashe circuit need to improve their leadership styles, skills, and roles in order to lead schools. There is a great need in this circuit that principals should become democratic leaders and fulfill their roles and responsibilities effectively. This could possibly promote democratic leadership and transform under-performing schools.