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

Mpho Gift Manamela, Rudzani Israel Lumadi, Eric Machisi — Sun, 05 Jul 2026 00:00:00 +0200

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.

Impact of Instructional Leadership on Students’ Academic Achievement: Evidence from Primary Schools in Haramaya Woreda, Ethiopia

Dibekulu Asegu — Sun, 05 Jul 2026 00:00:00 +0200

This study examined instructional leadership practices and their relationship with students’ academic achievement in public primary schools in Haramaya Woreda, Ethiopia, focusing on vision setting, teacher support, instructional supervision, and resource coordination. A convergent mixed methods design was employed. Quantitative data were collected from 237 teachers using a 24-item instructional leadership questionnaire and Grade 5–8 achievement records, analyzed using descriptive statistics, Mann–Whitney U, Kruskal–Wallis, and Spearman correlation tests. Qualitative data were collected through semi-structured interviews and were analyzed thematically. Instructional leadership practices were implemented at a moderate level, with teacher support rated highest and resource coordination lowest. No significant differences were found based on principals’ qualifications or experience. Instructional leadership dimensions showed weak, non-significant relationships with student achievement, although instructional supervision showed the strongest positive tendency. The findings suggest that leadership practices require supportive supervisory systems, professional learning opportunities, and adequate instructional conditions to influence learning outcomes. Qualitative findings identified administrative workload, large class sizes, limited resources, and weak supervision as major constraints. By integrating teacher perceptions, student achievement records, and stakeholder perspectives, this study provides context-specific evidence showing how instructional leadership operates under resource-constrained conditions. It highlights feedback-oriented supervision and school-embedded professional learning as practical strategies for strengthening leadership effectiveness in rural primary schools.

International Journal of Educational Administration and Leadership: Theory and Practice

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

Impact of Instructional Leadership on Students’ Academic Achievement: Evidence from Primary Schools in Haramaya Woreda, Ethiopia