THE PERCEIVED INFLUENCE OF SCHOOL LEADERSHIP ON LEARNER BEHAVIOUR IN A NAMIBIAN SECONDARY SCHOOL

C. Smith1, A. Amushigamo2

1University of Johannesburg (SOUTH AFRICA)
2University of Namibia (NAMIBIA)
Learner behaviour is a challenge in Namibian secondary schools. In-depth individual and group interviews were held with teachers and pupils and on-site observation was conducted in a Namibian secondary school that has for a number of years proven to be an exception to this challenge. The data reveal an engaged school leadership that has created a school culture characterised by respect, care, trust, edifying relationships, a sense of belonging, praise, acknowledgement and recognition and collaboration. In the view of both teachers and learners these features of the school’s leadership and culture are largely responsible for the positive learner behaviour in the school. This research reaffirms the central role played by school principals in establishing and maintaining their school’s culture. It also illustrates the mediating role of school culture in learner behaviour. It is significant that this occurs in a socio-economically deprived context in a developing nation.