Leadership for Inclusion

Over the last three decades, discipline at schools has consistently posed a challenge, occasionally resulting in poor academic performance among learners. Although various causes within schools have been cited, less emphasis has been placed on the role of leadership in tackling the issue of indiscipline. This study examines how school leadership can promote discipline and enhance academic performance in secondary schools. Using a qualitative research design, data were generated from four secondary schools in the Tshwane North District, Pretoria, in Gauteng Province, South Africa, purposively sampled of 40 teachers (including principals, deputy principals, department heads, and post-level one educators) and 40 learners. Semi-structured interviews and focus group discussions provided valuable insights into leadership practices and their perceived effects on discipline and academic outcomes. The findings reveal that effective leadership, characterised by clear policies, consistent enforcement of rules, and active stakeholder engagement, is crucial for fostering discipline. Strategies such as mentoring, teacher training, and structured behaviour management systems proved essential for maintaining discipline. This study suggests that a perspective, inclusive leadership, which encourages collaboration and empathy, is vital for creating a positive learning environment, reducing disciplinary issues, and enhancing academic achievement.