Instructional and Distributed Self-leadership for School Improvement: Experiences of Schools in the Kavango Region

Abstract

This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers.