Leader-Member Exchange Dynamics in Underperforming Secondary Schools in Limpopo Province, South Africa

Abstract

Persistent underperformance in many South African secondary schools indicates that structural reforms alone cannot explain differences in school effectiveness. This study explores how Leader–Member Exchange (LMX) dynamics between principals and teachers influence organizational functioning in nine underperforming secondary schools in Limpopo Province. Using a sequential exploratory mixed-methods design, Phase 1 involved semi-structured interviews (n = 61) and non-participant observations, followed by a quantitative survey administered to teachers (n = 140). Qualitative results showed clear in-group and out-group divisions characterized by unequal access to information, inconsistent enforcement of expectations, and varying levels of professional support. These relational patterns were closely connected to teacher morale, collaboration, and instructional coherence. Quantitatively, teamwork (β = .635), workplace accountability (β = .348), and especially work engagement (β = .482; R² = .681) emerged as strong predictors of perceived school performance. The combined findings suggest that relational climates mediate the impact of leadership practices on school functioning, especially in resource-limited settings. The study adds to LMX research by illustrating how relational differentiation operates in disadvantaged schools and by identifying relational leadership as a strategic tool for school improvement. Implications for leadership development, policy, and organizational reform are discussed.