This paper sought to investigate the leadership styles used by school principals to improve learners’ academic performance in rural secondary schools in Mthatha, in the Eastern Cape, South Africa. The study was grounded on a participative leadership theoretical framework which contends that staff is kept informed about everything that affects their work and share decision making and problem-solving responsibilities. Qualitative research approach using a case study research design was used. Eight rural secondary schools in Mthatha were conveniently selected with a purposive sampling used to select the participants. The sample size included eight rural school principals in Mthatha. Data was collected through semistructured interviews. Manual analysis of qualitative data was used. These are some of the findings: There is a relationship between the leadership styles applied by principals and learners’ academic performance. Principals use a variety of leadership styles to enhance leaners’ academic performance. Principals involve other stakeholders in decision making processes to enhance learners’ academic performance. Principals of low performing schools attribute their let down to laxity from teachers and learners, lack of resources, socio-economic factors, inadequate support from the department, problem of discipline, theft, late coming and poor human relations. The recommendations are: Principals should lead their schools on the basis of moral leadership to ensure effectiveness and academic enhancement; The school principals should be made aware and be empowered through workshops by the Education Department, on the benefits of employing democratic and participatory styles of leadership in their schools; In order to enhance learners’ academic performance, effective monitoring and support of school principals by the department is essential; Rural school principals should start to form professional working groups among themselves in order to assist and build one another; School principals should always work on recruiting dedicated, qualified and skilled teachers into their schools; Education Department should employ security personnel and place them at every rural secondary school to safeguard the little resources and to try and curb the scourge of theft and vandalism happening in rural schools.

Username
Password