Abstract:

This scoping review interrogates the intricate relationship between school leadership practices and classroom teaching and learning outcomes, with a particular focus on the South African educational landscape. Drawing upon a comprehensive analysis of 200 peer-reviewed articles published between 2000 and 2024, we elucidate the theoretical underpinnings, key challenges, and research gaps in this critical field. Our findings reveal a complex interplay of leadership frameworks, including instructional, transformational, and distributed models, each offering unique insights into effective school governance. However, the review also uncovers significant obstacles in translating leadership theory into improved classroom practices, such as staff resistance, contextual complexities, and systemic constraints. Notably, there is a pressing need for research that explores leadership practices promoting equitable outcomes for diverse student populations, particularly within marginalised communities. The study underscores the importance of adapting global leadership models to the unique cultural and educational context of South Africa. This review provides a robust foundation for policymakers, practitioners, and researchers to collaboratively enhance educational outcomes through informed leadership strategies, ultimately bridging the gap between school leadership and classroom efficacy in South African schools.

Keywords:

School leadership, Educational equity, Classroom outcomes, South African education, Leadership adaptation.