Abstract
This study examined the leadership and management strategies employed by School Management Teams (SMTs) to facilitate the implementation of the National Progression Policy in the Further Education and Training phase. Guided by an interpretivist paradigm and a qualitative case study design, data were generated through semi-structured interviews with six SMT members across three secondary schools. Thematic analysis revealed four interconnected themes: the concentration of academic support in grade 12 with minimal intervention in grades 10 and 11; behavioural and motivational challenges experienced by progressed learners; parental misunderstanding, resistance and inconsistent involvement; and the leadership tension SMTs face in balancing administrative compliance with learner-centred care. Findings show that progression is not managed as a holistic, phase-wide process but rather as a high-stakes, grade 12-focused intervention model that contributes to persistent learning backlogs, behavioural difficulties and strained parent-school relationships. SMTs reported significant emotional labour as they attempted to support learners while meeting departmental expectations. The study concludes that effective progression requires earlier intervention, strengthened parental engagement, and leadership development that equips SMTs to manage the academic, behavioural and emotional dimensions of progression. Recommendations are offered for leadership practices, school management, and policy refinement to ensure a more coherent implementation of the NPP across the FET phase.