Assessing the school factors enabling the application of teacher leadership roles in improving learners’ academic performances in Namibia

Abstract

The purpose of this study was to assess the school-related factors that enable the application of teacher leadership roles in an attempt to improve academic performance of learners in Namibian schools. Only three schools formed the sample of the study and the study used a qualitative case study design. In the data collection process, interviews, observations and various documents were used as instruments. Previous studies on factors, as well as the theoretical frameworks of distributed leadership theory were used to compare and contrast the study findings. The study revealed that the factors that enable teacher leadership practices were collaborative culture, professional development, induction and mentoring, delegation and empowerment, motivation and involvement, incentives and rewards amongst others. The study recommended a review of contemporary policies to be geared toward the establishment of leadership programs to support and allow teachers to assume leadership and subsequently improve learners’ academic performance.