**5.1 Theme 1: headship managers claiming leadership for better learner outcomes**

Ms. Rojwa was deemed to assist teachers with current research- related to educational issues, trends, and practices that maintain a high level of technical and professional knowledge. This was confirmed by **Participant 4** who acknowledged that "*When it comes to issues of research, she mainly delegates those who are capable."*

*Leadership-Advancing Great Leadership Practices and Good Leaders: Developing Good School… DOI: http://dx.doi.org/10.5772/intechopen.108002*

Meanwhile, **FGD 1** states that "*My teacher once conducted a research interview with us."* Moreover, Ms. Rojwa helped teachers with current research-related educational issues, trends, and practices that maintain a high level of technical and professional knowledge. **Participant 1** acknowledged it by stating that "*The school head calls people to come and teach us on issues of research."* Likewise, **FGD 2** confirmed it by positing that "*My school head helps the teachers to do research before they teach us."* The researcher looked at the agendas for staff development activities, departmental meeting documentation, a summary of the staff survey, professional conference attendance, and professional organization membership to see how the school heads were implementing them and there were there.

According to the literature, effective school leaders must mandate that teachers perform research before teaching their learners because doing so increases teacher productivity and causes them to surpass the school's goals [51, 54]. Additionally, according to literature, the finest school heads help their staff find the necessary information prior to teaching, earning their respect [27]. Additionally, effective school heads establish close relationships with their followers [55]. Excellent school heads established limits based on their own abilities and those of those around them [53, 56]. Going far outside one's comfort zone is a requirement for excellence, according to the literature [25]. In this circumstance, the leader must strive to raise both his or her own capabilities as well as those of the people around them [57]. Excellent leaders must look for ways to optimize both their own and their followers' potential by setting these boundaries in line with themselves and them [24].

On another note, Ms. Retlwa was said to assist teachers to go for further studies. **Participant 6** revealed that by positing that "*She continually tells us that professional development may help us improve our competencies and even give us a wide range of opportunities."* Meanwhile, **FGD 1** states that "*I don't know if she encourages teachers for further studies."* Ms. Rojwa was also thought to inspire teachers to pursue further studies, **Participant 2** said, "*She talks with us about furthering our studies,"* **FDG 2** verified by saying, *"My teacher once went for further studies.*

Literature supports the claim that effective school leaders encourage teachers to advance professionally [27]. The head of the school must see to it that she encourages teachers to pursue higher education at all levels and stages because it enhances their ability to teach [25]. Teachers must also advance professionally because they are viewed as change agents' at all educational levels [35]. As a result, the school heads' judgments about teaching and education must have a good impact on teachers and the educational process [49]. Additionally, a school head who exhibits strong leadership qualities tries to maximize educational and instructional activities with the school's staff members, from encouraging teachers to conduct research before teaching their students to encouraging them to pursue higher education [23, 43].

#### **5.2 Theme 2: perfectionism as an enabler for good academic performance**

Ms. Retlwa modeled professional behavior and cultural competency to learners, staff, and other stakeholders since she was sympathetic and sociable. She also behaved professionally, something she advocated for. **Participant 1** stated that the school head leads by example. He stated that *"The school head encourages professionalism by all means; she even encourages us to have membership on professional organisation."* A learner from **FGD 1,** *"She is a very sociable person who encourages her teachers to attend professional* 

*conferences."* The researcher looked at the staff development activity agendas, departmental meeting documentation, a summary of the staff survey, professional conference attendance, and professional organization membership to see how the school head was administering the above documents. There were there. This showed that the school head had professional development proficiency. Ms. Rojwa modeled professional behavior and cultural competency to learners, staff, and other stakeholders, by having different motivators such as pastors and councilors, giving teachers appreciation letters, learners were appreciated in front of others and learners who were not doing very well were engaged. **Participant 3** remarked that "*Our school head encourages us to have professional activity agendas."* A learner for **FGD 2** argues that *"She also gives clear expectations to teachers on academic performance."* The school head had a master schedule, subject compliance, facility use log, and the ground's management schedule documents which also showed that the school head had organizational management.

Research backs up the idea that the head of a school should constantly pursue excellence within the context of an excellent educational organization because excellence ensures development [58]. Additionally, school heads should genuinely value excellence and inspire their staff to do the same [55]. In light of this, research demonstrates that excellent interpersonal skills are essential leadership qualities that can motivate a person to act favorably toward both himself and those around him [26]. The socially oriented expectation of excellence may also be used to express the excellent behavior that the followers expect from the leader [59, 60]. Because of the visions they advance, leaders are the first among those who do not conceive of excellence independently from their lives and strive for the best [61]. As a result, those who follow the leader expect the leader to possess excellent leadership qualities [1].

The heads of schools must be able to help teachers grow through professional organizations [62]. As a result, these school heads must exhibit excellent leadership by participating in professional organizations and attending professional conferences [51, 54]. The path to excellence entails both the growth of the influenced person or group and the ongoing development of the influencer [18]. Limits in the pursuit of excellence are determined by the leader and his followers, according to literature. On the road to excellence, stability and tenacity are essential [18].

#### **5.3 Theme 3: excellent leadership as helpmate for good leadership**

Ms. Retlwa also assisted teachers to understand the Botswana Education rules, regulations, laws and school policies, and procedures in meetings and workshops and made sure that there were followed. **Participant 3** reported that the school head discusses the rules and regulations through meetings. She said that *"Every teacher is encouraged to have an educational act so that she can visit it from time to time."* **FGD 1**, posits that *"My school head told us that it is not according to the education laws when teachers beat the learner."* The school had Educational Act and the school rules and regulations.

Similarly, Ms. Rojwa assisted teachers to understand the Botswana Education rules, regulations, laws, and school policies and procedures by encouraging teachers to read the educational policy documents, inducting the new staff, learners and parents, and using the educational documents all the time and also using the school rules and procedures. **Participant 3** pointed out that *"We consistently have workshops where we are taught about the Botswana Education rules, regulations, laws and school policies and procedures. This serves as a gentle reminder***." FGD 2** said that *"My school head teaches us school rules when we have meetings with her."*

*Leadership-Advancing Great Leadership Practices and Good Leaders: Developing Good School… DOI: http://dx.doi.org/10.5772/intechopen.108002*

This was supported by literature, which argued that strong leadership might produce excellent leadership. Having defined goals is one approach to do this, according to the author, as teachers cannot be motivated by vague or abstract objectives [22]. Additionally, research demonstrates that effective leaders must set clear, well-defined goals, policies, procedures, rules, and regulations for all teachers in order to move forward consistently and enhance standards [25]. The idea that school leaders need to be good communicators who can inspire and motivate their teachers while also encouraging them to complete their responsibilities is supported by research [63]. In order to ensure the transition, leaders should actively participate in developing new policy proposals [29]. Furthermore, sustaining the status quo is difficult since there are always people in an organization who favor keeping outmoded practices in place [15]. Excellent leaders are aware that overall quality leadership is essentially a constant assessment since no process is too good to be improved [46]. In order to overcome, alter, or remove the circumstances that impede organizational growth and development, a great leader must be a challenger [27].

Great leaders according to literature think that in order to grow the organization, they must collaborate with their subordinates [22]. Leaders should be actively involved in matters such as maintaining high standards and inspiring their followers, from developing the protocols for teaching and instruction to evaluating the outcomes of new initiatives. By acting as both teachers and role models, the finest leaders encourage their staff to perform at higher levels [27]. An outstanding leader must perform above and above the call of duty to produce exceptional outcomes, enable subordinates to reach their full potential, possess self-assurance, be an effective communicator, be charismatic, be goal-oriented, and accept accountability [25].
