| Summary: | The study explored successful school leadership practices in disadvantaged communities through a case study of two primary schools in Kliptown/Eldorado Park, Gauteng.
Many schools in South Africa in disadvantaged areas seem to be underperforming and unable to shirk this scourge of underperformance. However, there are some schools that manage to excel in dire circumstances. The objective is to determine why some schools manage to excel when others cannot under the same circumstances. A descriptive design with a qualitative approach was applied, using interviews, focus groups, observations and document analysis to gather data.
The study examines the leadership styles, strategies and practices that help principals in adverse circumstances make a success of their schools and looks at how they achieve and sustain success, cope with everyday township challenges and maintain their identity. Such a body of knowledge could serve as a beacon of hope to schools and communities that face similar challenges, but fail to achieve success.
The findings show that the principals of both primary schools are acutely aware of their environment and how this can adversely affect educators and learners. They adopt an inclusive and transformational approach to teaching and appoint the most suited and experienced personnel. Good leadership practices and a culture of cooperation are what distinguish performing schools from underperforming ones.
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