Personality and self-leadership of school principals as determinants of school performance

Keywords: performance, personality, self-leadership self-management, underperforming schools


Several determinants have already been linked to the performance of schools. Socio-economic conditions, infrastructure and sustainable teaching and learning are mentioned. However, leadership is one determinant that has been well researched. Aspects such as the leadership style of the principal, motivation and support are mentioned in this regard. This article argues that personality and self-leadership are determinants that play a role in the performance of a school. A qualitative, phenomenological study in the interpretivist paradigm was followed. Semi-structured interviews were conducted with eight principals in both performing and underperforming schools. This study found that the same types of personalities were observed for the principals of both performing and underperforming schools. Therefore, personality does not determine whether a school is performing or underperforming. Self-leadership occurred more naturally with the principals of performing schools than with the principals of underperforming schools. However, the self-leadership of principals in underperforming schools is suppressed due to their particular circumstances.

Author Biography

WK Delport, Department of Basic Education


Research Articles