Abstract
M.Ed.
This study investigated the perceptions of teachers with regards to the leadership styles of the principals of two Namibian schools, and the impact of those styles on the effectiveness of the schools. This study reviewed some approaches such as situational and transformational theories that formed part of theoretical framework. This was done to provide the context and to understand what contributes to making school leaders more effective. The three common leadership styles, namely the authoritative style, the laissez-faire style, and the democratic style, were studied in order to establish the leadership style that dominates in these two schools situated in the northern part of Namibia.
A total of fourteen teachers were purposively selected. Research data was obtained through semi-structured interviews, observations and document analysis. The information collected provided answers to the following four main research questions: (1) To what extend do school principals in Namibia recognise that no one leadership style is right or wrong? (2) How do teachers perceive the leadership style of their principals? (3) To what extent do teachers recognise that whatever approach the principal adopts will have consequences with regards to the effectiveness of their own practice? (4) Is there a relationship between the leadership style adopted by the school principals and school effectiveness?
The data was analysed from the transcribed verbatim of interviews. Interview transcriptions were analysed by finding themes, patterns and categories that fell under the main four research questions. Triangulation was done in order to find out whether the information collected with interviews, observation and document analysis were collaborating or not.
The main findings of this study are that the two principals that were investigated both leaned towards a more collaborative and democratic leadership style by involving teachers and other stakeholders in education, particularly parents. The other finding of this study was that the leadership strategies that school leaders employ and the way things are done in school has a direct influence on the teaching and learning process. The study recommends, among other things, that school principals should provide balanced leadership and spend significant time in direct supervision of instruction and staff development activities.