Abstract:

This qualitative study explored the influence of school leadership in improving teaching and learning at three selected Lesotho Primary Schools, in the Mohale’s Hoek District using a case study design. Data were collected from three purposively sampled school principals using semi-structured interviews. Data were analysed using the thematic approach. The results revealed that learners’ performance is improved in instances where the school principals are constantly supportive of teachers by providing them with learning materials and teaching facilities. The principal is an accountable officer who motivates and engages the students to actively participate in their work by awarding best performers. This positive reinforcement spurs learners to learn, thus promoting healthy competition among learners. Our study recommends that the school principals make frequent classroom visits to evaluate how teaching and learning is conducted to enhance teaching and learning in the Primary Schools. Parents also are encouraged to take part in their children’s education through frequently class visit thus creating personal synergies with them.

Keywords:

School leadership, influence, gender, teaching and learning, primary schools, Lesotho