**1. Introduction**

It is expected of school leaders to lead their schools in a way that fosters the intellectual growth of the teachers they are directing [1]. This will teach school leaders

how to lead effectively and efficiently without wasting human or financial resources [2]. But in order to succeed, school leaders must exhibit outstanding leadership [3]. Although there are many outstanding school leaders who demonstrate excellent leadership behaviors for ongoing learners' academic performance, this excellent leadership approach has not been scientifically conceptualized. Because excellent school leaders can support their teachers' success, which leads to exceptional academic performance among learners, this study conceptualizes the two as a result [3]. These excellent school heads demonstrate proficiencies, such as leadership and continuous improvement, perfectionism and excellence, and excellent leaders in education [3].

The school leader who demonstrates good leadership behavior sets an example for the teachers she supervises. They are motivated by this to move in the intended direction and manner [4]. By providing the best learning and teaching environment for learners' growth in terms of cognitive, emotional, dynamic, social, and cultural components, good school leaders create a setting that improves the motivation of both the instructors and the learners [5]. Additionally, a good school head encourages teachers to concentrate on the expectation of high levels of accomplishment by selecting the appropriate teaching strategy, fostering a positive school environment, and monitoring student development [6]. In order to ensure that the curriculum is followed, a great school head must demonstrate strong leadership in matters of education [7]. Thus, the role of the school head is to maintain high standards for both teachers and learners, supervise classroom instruction, plan the curriculum, monitor learners' progress, and make the necessary accommodations [8]. Therefore, an effective school head constructs a vision and a plan of action, understands and supports instructors, reorganizes and trains the teachers, and oversees educational efforts. The teachers are then motivated to be committed as a result [9, 10].

In an endeavor to produce outstanding school leaders, the Botswana Ministry of Education and Skills Development has continually pushed to improve school management at all levels. To do this, they gave primary school heads access to the Primary Schools Management Development Programme (PSMD). The primary goals of the PSMD were to improve primary education in Botswana by supporting school management teams and providing them with effective management training [11]. This project gave leaders more authority and established a durable primary school management system [12]. According to a PSMDP evaluation study's findings, the program was effective in achieving its goals [13]. In an additional effort to improve management in primary education, the University of Botswana established a Bachelor of Education in Educational Management Program and later a Bachelor of Education in Primary School Program [14]. Both programs aimed to prepare people for more important leadership roles in the field of primary education. The Institute of Development Management (IDM), head teachers' conferences, and school- and cluster-based seminars are just a few of the ways that school leaders have received support to improve their leadership behaviors and raise school performance.
