Exploring the influence of collaborative leadership on Grade 12 mathematics results in a low-resourced secondary school

Abstract

Background: This case study examines the role of collaborative leadership in Grade 12 Mathematics results. The article challenges the notion that collaborative leadership is not a significant factor in improving Grade 12 Mathematics results, particularly in low-resourced secondary schools in South Africa.

Objectives: This study seeks to offer an alternative perspective and highlight the positive influence of collaborative leadership on Grade 12 Mathematics results in a low-resourced secondary school.

Methods: The research uses the Collegial Model as the theoretical framework. Utilising a qualitative method, data were gathered through semi-structured interviews with members of the School Management Team (SMT), the chair of the School Governing Body (SGB), and the Circuit Manager (CM) from the provincial Department of Education (DoE). Additional data were collected through on-site observations at the school.

Results: The findings indicate that collaborative leadership via the SMT, SGB, and CM improves Grade 12 Mathematics results in a low-resourced secondary school.

Conclusion: The article concludes that collaborative leadership relationships empower low-resourced secondary schools to elevate Grade 12 Mathematics results.

Contribution: This research challenged the norm and contributes to a pathway of collaboration between the SMT, SGB, and CM and its positive effect.