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dc.contributor.author Mupa, Paul
dc.date.accessioned 2023-10-30T10:27:40Z
dc.date.available 2023-10-30T10:27:40Z
dc.date.issued 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.identifier.uri http://hdl.handle.net/10386/4391
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (2) (2023) en_US
dc.description.abstract The study explored school leadership practices in high-performing schools with reference to a private academy in Masvingo district. Literature suggests that leadership has a strong influence on the performance of any school organization. The nature of leadership is not always known but leaders need the tools to make things happen. The rationale for this study was to explore the hallmarks of leadership in high-performing contexts. The study applied interpretivist philosophy and qualitative methodology. The case study research design was employed as it could draw experiences from a high-performing school. Data was generated using semi-structured interviews, focus group discussions, and open-ended questionnaires. The data was presented through themes that emerged from the data analysis process. Informed by the findings, the themes were discussed following the research questions. Major findings were that school leadership in high performing schools must have vision and direction, it must capacitate teachers with pedagogical and instructional skills, as well as improving the quality of teaching through supervision. Instilling student discipline is important to allow smooth instruction in the classrooms. School leadership must influence responsible authority to provide adequate financial, material, and human resources to reduce large class sizes to increase teacher commitment. The study recommends that staff development programmes that capacitate teachers be put in place so that teachers are equipped with deep approaches to teaching. en_US
dc.format.extent 24 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject School leadership en_US
dc.subject High performing contexts en_US
dc.subject Student performance en_US
dc.subject Instructional leadership en_US
dc.subject Distributive leadership en_US
dc.subject Pedagogical leadership en_US
dc.subject.lcsh Educational leadership en_US
dc.subject.lcsh Academic achievement en_US
dc.title School leadership and its dexterity to provide access to quality instruction : a case of a private academy in Masvingo, Zimbabwe en_US
dc.type Article en_US


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