Abstract

This article reports on a study that investigated how collaborative leadership can influence sustained learner academic performance in secondary schools. The key problem resounds about secondary schools that are unable either to sustain or improve learner academic performance when intervention strategies rolled out from the district offices are concluded. The literature pursued in the study covered collaborative leadership from both schools and district education offices and their impact on learner academic performance. Participants were circuit managers, subject advisors, principals and teachers. They completed open- ended questionnaires that sought to explain the relationship between collaborative leadership and sustained learner academic performance. Major findings indicated that participants (at the various levels of leadership) attribute low learner academic performance to all other involved parties except themselves. Thus, collaborative leadership within the school and between schools and district education offices is not enabling sustained learner academic performance.

摘要

本文报告了一项研究，该研究调查了协作式领导如何影响中学持续学习者的学习表现。当民政部门制定干预策略后，中学就无法维持或提高学习者的学业成绩，这是一个关键问题。该研究中涉及的文献涵盖了学校和地区教育办公室的合作领导及其对学习者学习成绩的影响。参加者有巡回赛经理，学科顾问，校长和老师。他们完成了开放式调查问卷，旨在解释协作式领导与持续学习者学习成绩之间的关系。主要发现表明，参与者（处于领导的各个级别）将学习者学习成绩低下归因于除他们之外的所有其他参与方。因此，学校内部以及学校与地区教育办公室之间的协作领导无法实现持续的学习者学习成绩。