The purpose of this article is to determine the association between decentralised strategic planning and capacity development as driving forces of leadership for improved performance in public high schools in Mpumalanga Province, South Africa. This study used pragmatism as a research paradigm and followed a parallel convergent mixed methods research approach. The sample comprised 170 respondents consisting of 130 school governing body (SGB) members and 40 Department of Education (DoE) officials. Quantitative data were collected from SGB members through a survey while qualitative data were collected from participants using focus group discussions (FGDs) and individual interviews. The qualitative data were analysed using thematic analysis while SPSS software was used to analyse quantitative data. In testing the hypothesis, it was proven that decentralised strategic planning capacity in SGBs was associated with the effectiveness of strategic planning in Mpumalanga’s high schools. The study revealed that the variables, capacity development and decentralised strategic planning, are well associated, and influence leadership for improved performance in high schools. The study also found that school leaders who can develop capacity are able to promote better performance in their schools. Meanwhile, the qualitative results concurrently supported the results of the quantitative study as the influence of capacity development on decentralised school planning proved to have improved school performance and effective decentralised school leadership.
decentralised strategic planning, capacity development, leadership performance, school management, performance drivers
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Lindiwe Millicent Johanna Skhosana. PhD. Regenesys, South Africa.
Asaph Moshikaro. PhD. University of Kwa-Zulu, South Africa
Flip Schutte. Corresponding author. PhD. Professor at Regenesys, South Africa. Corresponding email: flips@regenesys.net
Cite this article:
Lindiwe Millicent Johanna Skhosana, Asaph Moshikaro & Flip Schutte (2023). Decentralised strategic planning and capacity development as drivers of leadership performance in schools. International Journal of Educational Management and Development Studies, 4 (2), 115-137. https://doi.org/10.53378/352988
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