Perceived influence of instructional leadership practices on students’ academic outcomes in Namibian secondary schools

Joyce Masiye; Harrison Daka; Mukuka Lydia Mulenga-Hagane

doi:10.51867/ajernet.7.1.114

Authors

Joyce Masiye International University of Management, Namibia https://orcid.org/0009-0002-5825-0486
Harrison Daka International University of Management, Namibia
Mukuka Lydia Mulenga-Hagane International University of Management, Namibia https://orcid.org/0009-0001-6423-4215

DOI:

https://doi.org/10.51867/ajernet.7.1.114

Keywords:

Distributive Leadership, Heads of Department, Instructional Leadership, Namibia, Secondary Education, Teacher Support

Abstract

The study investigated the perceived influence of instructional leadership practices on students’ academic outcomes through the perceptions of Heads of Departments [HODs] and Principals in secondary schools. The study employed a qualitative research design. The distributed and instructional theories guided the study. The sample of 6 schools was selected from 12 senior secondary schools in the region of study, from which the total sample of 12 participants, including principals and HODs, were purposefully selected. Data were collected through semi-structured interviews alongside document reviews and analyzed thematically. Findings revealed that instructional leadership is key in enhancing learner success, especially when principals and HODs supervise curriculum delivery, mentor teachers, and instill accountability. Intervention practices such as professional development, collaborative planning, and data-driven decision-making enhance the quality of instruction and responsiveness, which improve learner achievement. New findings include innovations of a WhatsApp-mediated peer mentoring network for teacher collaboration with external expertise, inclusion of a monitoring period for school leaders, and inclusion of learners’ lesson reflection. Nonetheless, limitations, including limited resources and heavy administrative demands, restrict effectiveness and call for greater leadership capacity and a supportive environment that improves learner academic outcomes. Further study to determine how the instructional technology-mediated support system responds to the needs of limited teacher capacity, particularly those offering vocational subjects, needs to be carried out in secondary schools. This study recommends that school leaders consider the inclusion of learners' lesson reflection data for teaching decision-making, teacher mentorship plans, and capacity-building interventions.

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