Influence of Headship Instructional Leadership Proficiencies on Academic Performance: Rural Primary Schools of Kweneng Region in Botswana

Jul 18, 2026

The study examines how headship instructional leadership proficiencies influence academic performance in two high- and two low-performing rural primary schools in Botswana’s Kweneng region. A qualitative multi-cross-case approach was applied, using in-depth semi-structured interviews, focus groups, observations, and document analysis with purposive sampling of 56 participants. High-performing schools engaged staff and stakeholders in shaping vision, mission, values, and strategic plans, strengthening monitoring of instruction and improving academic outcomes. Low-performing schools treated “involvement” superficially, limiting instructional support, change, and performance.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Headship instructional leadership

Methodology and data collection

Findings

High-performing schools

Low-performing schools

Research limitations and implications

Originality/value

The current issue and full text archive of this journal is available on Emerald Insight at: [https://www.emerald.com/insight/0951-354X.htm](https://www.emerald.com/insight/0951-354X.htm) Influence of headship instructional leadership proficiencies on academic performance: the case of rural primary schools of Kweneng region in Botswana Kaone Bakokonyane Department of Educational Management, Institute of Development Management Botswana, Gaborone, Botswana and Department of Educational Management, University of Botswana, Gaborone, Botswana Abstract Purpose – The purpose of this study was to identify the headship instructional leadership proficiencies, and how they influenced academic performance in high and low performing rural primary schools of Kweneng region. Design/methodology/approach – Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used, and the study drew data from 56 participants. These were 4 school heads, 4 deputy school heads, 4 heads of department, 8 senior teachers, 12 teachers and 24 learners. Findings – The cross-analysis case study findings revealed that high-performing rural primary schools involved their staff and stakeholders in crafting and implementation of the school vision, mission, values and strategic plans. This approach helped them in monitoring school and classroom instructions;hence, resulting in improved academic performance. On the contrary, low-performing schools paid lip service to “involvement”approach. Research limitations/implications – The implication for further study is that any future study can consolidate and expand the findings of this research by focusing on Botswana’s rural secondary schools. Practical implications – The implication of this study is that the ability of an excellent school head with instructional leadership proficienciescan change a low-performing rural primary school into a high-performing rural primary school. Therefore, schools heads who have instructional leadership proficienciescan be placed in low-performing schools for transformation. Social implications – Moreover, the social implication is that school heads from low-performing schools should benchmark instructional leadership proficiencies from high-performing schools. Originality/value – The written case study narratives were given to participants for approval to find out if what was written was what they said. After their approval, the research supervisors validated them to check for biases and exaggerations. Keywords Academic performance, School improvement, School effectiveness, Instructional leadership, Headship proficiencies, Monitoring schools Paper type Case study Introduction Bush (2018) avers that school headship proficiencies which are skills, abilities, talents, aptitude, knowledge and competencies are a very signif

FAQs

What is the purpose of the study and what relationship does it examine?

The study identifies headship instructional leadership proficiencies and investigates how they influence academic performance in high- and low-performing rural primary schools in the Kweneng region of Botswana.

How was the research conducted and what data sources were used?

The study used a qualitative approach with a multi-cross-case analysis. Data were collected through in-depth semi-structured and focus group interviews, observations, and document analysis, using purposive sampling and involving 56 participants.

What differentiates high-performing and low-performing rural primary schools in the findings?

High-performing schools involved staff and stakeholders in crafting and implementing the school vision, mission, values, and strategic plans, supporting monitoring of school and classroom instruction and improving academic performance. Low-performing schools paid lip service to the involvement approach.

What practical and social implications are proposed?

The findings suggest that an excellent school head with instructional leadership proficiencies can transform a low-performing rural primary school into a high-performing one, and that heads from low-performing schools should benchmark proficiencies from high-performing schools.

Jul 18, 2026

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