Abstract
This study investigated the leadership practices of high school principals in learner academic performance. The study took place in the Hlanganani Cluster under Vhembe West District, Limpopo Province. The study was premised on Bronfenbrenner’s ecological systems theory, which states that a series of interconnected environmental systems in society shape an individual’s development and behaviour. A qualitative research design was adopted as it probed the lived real experiences of the participants in this area. Semi-structured interviews were designed to collect data on views and experiences that participants experience in their quest to improve learner academic performance. A purposive sampling technique was employed to sample eight principals of high schools drawn from four distinct circuits organised under the Hlanganani Cluster. The eight participants were engaged in one-on-one interviews at their respective workplaces to enable them to express themselves openly and freely. Collected data was analysed using the thematic data analysis methodology. The study findings showed that leadership practices are closely linked to learner academic performance. It was further established that relationships and partnerships between principals and stakeholders were essential for overall school achievement. Critically, principals encounter various challenges which impact their ability to improve learner academic performance. The study recommends that principals should continuously be empowered and engaged in meaningful and purposeful interaction with all stakeholders in the school community to mitigate the challenges they encounter improving learner academic performance. Providing adequate resources was also recommended as a necessary intervention strategy to improve learner academic performance.