Leading teaching and learning in a deprived Nigerian context: leadership practices of successful school principals

ABSTRACT

The study reported in this paper examined the leadership practices of successful principals leading teaching and learning in deprived Nigerian school contexts. The critical question is: ‘What are the leadership practices of principals leading teaching and learning in successful schools in a deprived Nigerian context?’ Data was generated through narrative interviews with purposively sampled principals. Following this, it was analyzed through narrative analysis and analysis of narratives. The findings revealed several leadership practices exerted by the participating principals, which reflected varied approaches to leadership. Drawing from the participating principals’ leadership practices, we conclude that a transforming-heroic approach characterizes their leadership. Furthermore, the findings show that contextual realities of deprived school contexts demanded certain leadership practices from the participating principals. In return, they exerted context-relevant practices such as caring leadership and leading with a high level of commitment. This reciprocal exchange shows that a deprived context may shape or reshape principals’ professional identities, and likewise, the principals may shape or reshap their school contexts.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Phumlani Erasmus Myende

Phumlani E Myende is an Associate Professor in the School of Education, at the University of KwaZulu-Natal under the discipline of Educational Leadership, Management and Policy. He holds a PhD in Comparative Education and Educational Management. His research interest in broadly on Educational Leadership but focusses largely on school-community partnership, leadership in rural and deprived school contexts, school financial management and accountability in schools.

Sibonelo Blose

Sibonelo Blose is Senior Lecturer at the University of KwaZulu-Natal (UKZN), within the discipline of Educational Leadership, Management and Policy. He holds a PhD in Educational Leadership, Management and Policy and his study was titled:  “Leading from the Middle: Lived Experiences of Deputy Principals Across School Quintiles”. Sibonelo has developed an interest in Narrative Inquiry which is the methodology he utilises in the majority of his research work. Before joining UKZN, Sibonelo served ten years in the Department of Basic Education as a school teacher and also as a Deputy Principal. 

David Oluwole Adebiyi

Olaoluwa David Adebiyi is a speaker, trainer and author. He has obtained Master of Education Degree in Educational Leadership, Management and Policy from the University of KwaZulu-Natal, South Africa. He is currently the Founder and President of the School of Public Speaking and Educational Consulting as well as King David Leadership Academy in Nigeria.