Exploring the predominantly used educational management and leadership models in selected secondary schools in Lesotho

Abstract

Lesotho secondary school principals are expected to perform a range of activities on a daily basis to ensure that the schools achieve the goals and objectives set. In order to achieve these objectives, individual school principals may use one or more educational management and leadership model(s). This study is anchored in the Rational Choice Theory (RCT) and it seeks to explore the educational management and management model(s) that are predominantly used by the principals in selected Lesotho secondary schools. The data was generated through telephonic semi structured interviews from 10 conveniently selected schools principals. The data was analysed using the Critical Discourse Analysis. The study shows that the, principals are predominantly using formal/ managerial, collegial/participative and ambiguity/contingency models of educational management and leadership. This implies that there is no single model that works for all the principals. Principals predominantly prefer educational management and leadership model(s) that permit them to effectively perform duties assigned.