Abstract
Learner engagement is widely acknowledged as a foundation for academic achievement, inclusion, and holistic development. While situational leadership has been extensively studied in mainstream education, little is known about its application in special schools where learner engagement is often challenged by diverse disabilities, cultural dynamics, and emotional needs. This study aimed to explore the factors influencing the adoption of situational leadership by School Management Team (SMT) members in special schools, with a focus on how such practices enhance learner engagement. Guided by the interpretivist paradigm, a qualitative approach and generic design were adopted. Data were collected through semi-structured face-to-face and virtual interviews with 12 purposively selected participants, comprising principals, deputy principals, and departmental heads from three diverse special schools. Data were analysed thematically using Braun and Clarke's six-phase framework. Findings revealed that learner diversity, individual learning needs, cultural accommodation, empathy, emotional and behavioural awareness, and family contexts were central to shaping how SMT members 1 * Corresponding Author.