A study of the leadership approaches of principals heading National Strategy Learner attainment (NSLA) schools in the Metro Central education District in the Western Cape Province
Abstract
This thesis investigated the leadership approach associated with sustained improved
academic performance of principals heading National Strategy for Learner
Attainment (NSLA) schools. The research problem addressed the leadership
practices and personality traits that characterised the leadership approaches of
principals heading high schools which have achieved long-term academic
improvement amongst the schools undergoing the NSLA interventions. The main
research question was: What leadership practices and personality traits
characterised the leadership approaches of principals heading schools who have
achieved long-term academic improvement amongst the schools undergoing the
NSLA interventions? Thereafter, four subsidiary research questions guided this
research.