The influence of leadership style on the effective functioning of the school system in South Africa

The influence of leadership style on the effective functioning of the school system in South Africa

Maria Thobile Shabangu

Issue: Vol. 7 No.5 2026 Article 1 pp. 1168 – 1182
DOI: https://doi.org/10.38159/ehass.2026751| Published online 23rd June 2026

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ABSTRACT

Effective school leadership remains essential for the successful functioning of educational institutions, particularly within the complex and evolving landscape of South African education. This study examines the influence of leadership style on the operational effectiveness of schools in South Africa, highlighting the effects of different leadership approaches on teacher motivation, learners’ experiences, academic performance, and the overall school environment. Guided by Situational Leadership Theory, the study focuses on how school leaders adapt their leadership styles according to the needs, readiness, and skills of teachers and learners, and how this adaptability enhances school effectiveness. A qualitative research methodology was used using a desktop data collection strategy to examine the existing academic literature, governmental policy documents, and empirical studies regarding the effectiveness of leadership in South African schools. Data were thematically analysed to identify recurring patterns and relationships between leadership adaptability and school effectiveness. The analysis demonstrates that adaptive, supportive and contextually responsive leadership styles foster collaborative school cultures, improve teacher effectiveness, and create conducive learning environments. Inflexible or deficient leadership strategies often result in insufficient motivation, inadequate training, and suboptimal learning outcomes. The study suggests that to improve the efficacy of schools, leadership development initiatives should prioritise distributed leadership, ongoing professional development, and context-driven decision-making. Overall, the study contributes to the ongoing discourse on the enhancement of schools and the cultivation of leadership skills within South Africa’s educational framework.

Keywords: Leadership Style, Effective Leadership, South African School System, Situational Leadership Theory

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ABOUT AUTHOR(S)

Dr. Maria Thobile Shabangu is a committed South African educator, researcher, and academic with a focus on Educational Management and Leadership. She has a Bachelor of Education (Further Education and Training), a Bachelor of Education Honours in Guidance and Counselling, and a Master of Education in Educational Management from the University of Venda, along with a Doctorate in Educational Management from the University of Zululand. Possessing over 14 years of experience in secondary education, she has held positions as a teacher, education convenor within a teachers’ union, and mentor to student teachers during School-Based Learning. In 2025, she became a professor at the Department of Educational Management, Policy and Comparative Education at the University of the Free State and is involved in the Women Influencing Scholarship and Education (WISE) project. Dr. Shabangu oversees Honours, Master’s, and PhD candidates, functions as an e-tutor at UNISA, and has authored academic publications in educational leadership, management practices, school governance, and educational policy. She is an engaged member of the Southern African Society for Education (SASE) and the Education Association of South Africa (EASA), dedicated to promoting transformational scholarship, mentoring aspiring educators, and enhancing educational quality in South Africa and beyond.

TO CITE ARTICLE

Shabangu, Maria Thobile. “The influence of leadership style on the effective functioning of the school system in South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.5 (2026): 1168- 1182. https://doi.org/10.38159/ehass.2026751