Abstract
Special schools face unique challenges in engaging learners and parents, yet research into effective leadership practices in these contexts remains limited. This study explored the experiences of school management teams (SMTs) in adopting situational leadership to engage learners and parents in special schools. The aim was to examine how SMTs adapt their leadership styles to address learner diversity, parental dynamics, and systemic constraints, while also identifying strategies for strengthening engagement. Guided by an interpretivist paradigm, the study adopted a qualitative research approach and employed a generic qualitative research design. Twelve participants, comprising principals, deputy principals, and departmental heads, were purposively selected. Data were collected through semi-structured interviews and analysed thematically. The findings revealed that SMTs adopt situational leadership to respond flexibly to the diverse needs of learners and parents, emphasising empathy, cultural sensitivity, and contextual responsiveness. Challenges included resource shortages, communication barriers, cultural resistance, and inconsistent parental cooperation. Nonetheless, SMTs employed innovative strategies such as differentiated learner engagement, culturally responsive communication, and community collaboration. The study concludes that situational leadership provides a valuable framework for fostering inclusive, learner-centred, and context-sensitive engagement in special schools. It recommends enhanced professional development for SMTs, increased policy and resource support, and the promotion of culturally responsive leadership practices. Further research should broaden the scope across provinces and incorporate learners’ and parents’ perspectives.