The case for leadership

Root causes of South Africa’s low educational outcomes, while multifaceted, generally fall into one of two categories:

  • lack of accountability
  • lack of capacity.

Systemic interventions in schools – New partnerships and new perspectives

Poor leadership in schools often leads to general ‘stuckness’, conflict and low morale and this in turn has the effect of poor performance by educators in the classroom, which ultimately leads to poor learner results. The School Leadership Programme operates from the premise that poor performing schools may be impacted most significantly by developing effective leaders that are able to lead cohesive and effective teams. 

The School Leadership Programme is an accredited course that was launched when Seed Educational Trust and USB Executive Development (USB-ED) entered into an agreement to cooperate in the educational space in 2010. 

The need for leadership at schools

Effective school management is universally accepted as critical for the success of a school, with lack of leadership considered a main contributor to underperformance and dysfunctionality in schools. 

Understanding the root causes of our poor education

Root causes of South Africa’s low educational outcomes, while multifaceted, generally fall into one of two categories:

  • a lack of accountability
  • a lack of capacity
The importance of leadership in high-performing schools

The importance of leadership in high-performing schools

A recent RAND Corporation report found that nearly 60% of a school's impact on student achievement is attributable to leadership and teacher effectiveness, with principals accounting for 25% of a school's total impact on achievement. In order for students to have high-quality learning every year, whole schools must be high functioning, and this means they must be led by effective principals.

The Impact of School Leadership on Pupil Outcomes

The Impact of School Leadership on Pupil Outcomes

The research demonstrates that heads in more effective schools are successful in improving pupil outcomes through who they are - their values, virtues dispositions, attributes and competences - the strategies they use, and the specific combination and timely implementation and management of these strategies in response to the unique contexts in which they work.

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