An investigation of instructional leadership in a Namibian rural school
The purpose of this study was to investigate how instructional leadership manifests itself and can be strengthened in a Namibian rural school.
As a teacher, head of department and later an education officer, I have long held the view that committed school leadership is essential for the school’s instructional and academic success.
Equally, I have always been aware of the impact of the past segregation and the unequal education provided by the colonial government in South Africa and South West Africa/Namibia.
The inferior education provided to Africans posed a serious challenge to the leadership and management of schools, as would be principals were not adequately trained to provide the necessary “ingredients” relevant for instructional success.