**3. Literature review**

#### **3.1 Headship managers claiming leadership for better learner outcomes**

School leaders that demonstrate leadership and continuous improvement, perfectionism and excellence, and strong leadership in educational organizations are likely to have learners who perform well academically [15]. One of the leadership qualities that helps learners perform well academically is leadership and continuous improvement because it influences teachers' qualifications and enhances how they deliver lessons [16]. This aids school leaders in identifying and maintaining ongoing strategies for developing exceptional schools [17]. It has been discovered that perfectionism and excellence are among the leadership proficiencies that help students perform well in school and develop school heads into effective leaders [18]. Perfectionistic school heads work harder to produce high academic performance from both their own (school heads) and others' (teachers created by school heads) efforts [19].

The leadership qualities that make school leaders good leaders and contribute to learners' academic performance have been linked to excellent leadership in educational organizations [20]. This is true since the head of the school is the one who directs and influences the teachers to teach and learn in the desired methods [21]. Furthermore, in order to collaborate with teachers and learners and produce strong academic performance, school leaders must exercise excellent leadership by taking into account the dimensions of the structure, process, function, climate, and environment [22]. According to this theory, great leaders with strong leadership abilities can build fantastic educational schools. The lack of educational coverage of the topic generated the researcher's interest in it to fill the knowledge gap [23].

#### **3.2 Leadership for good learner outcomes**

The school heads who train teachers constantly persuade them to pursue higher education, which aids in their quest for job advancement [16]. Teachers who get constant guidance strive for excellence in whatever they do [15]. Furthermore, outstanding schools offer a top-notch curriculum that is supported by strong leaders that encourage their staff members to further their careers. These outstanding leaders create the present in the safest and best way possible while keeping in mind the past and the future for this to be possible, which makes it possible [24]. Additionally, school heads must work to figure out how to construct good schools and sustain this endeavor by training the best teachers possible through knowledge transfer and production [25]. The idea that a leader's ability for excellence is defined by both themselves and those who follow them [26] forms the basis for the pursuit of excellent leaders who grow their teachers professionally in education. This proves that practical leadership in education is necessary because it demands a commitment to excellence through knowledge development [3].

It is one of the functions of education to develop teachers professionally through knowledge building by school heads. It is important to provide professional development for teachers, and school leaders who demonstrate these traits should be sought out and chosen [27]. The school heads must employ a variety of strategies to encourage teachers to advance their careers through workshops and additional training [28]. This is appropriate given that excellent leaders must possess traits like motivating teachers to pursue further education through workshops and encouraging them to do so in order to exert influence and control over students and improve academic performance [29]. When teachers are professionally developed, this aids school heads in motivating them to emphasize information inquiry, reflection, and learning [30]. Effective school leaders have clear goals for their organizations as well as high expectations for learners who excel academically [22]. They found that effective school heads build a process that emphasizes research, reflection, and discovery rather than giving orders, have ongoing conversations with teachers, and develop alternative forms of education [31–33].

#### **3.3 Excellent leadership as a helpmate for good leadership**

The school leader who demonstrates effective leadership conduct motivates and sets an example for the rest of the faculty and staff [34]. In terms of cognitive, emotional, dynamic, social, and cultural components, effective leadership can create an environment that encourages the motivation of both teachers and learners; these school heads provide the best learning and teaching environment for their development [35]. A successful school leader also encourages teachers to place a high priority on achievement by assisting them in selecting the most appropriate teaching strategy [36]. The school heads support the teacher by organizing lessons, measuring student growth, and fostering a pleasant learning environment [12, 13, 37]. Strong leadership in educational affairs, articulating expectations for learners and teachers, and developing a leadership structure to assure curriculum accomplishment are all characteristics of a good school leader [29].

In a high-performing school, the role of the school leader is to sustain high standards for both teachers and learners, supervise classroom instruction, plan the curriculum, monitor students' progress, and make the necessary arrangements [21]. As a result, it is anticipated that school leaders will focus on instructional leadership [38]. Successful school leaders have the following traits: they construct a vision and a plan of action, they comprehend and develop people, they reorganize and teach the organization, and they oversee educational activities [28]. The school heads should motivate staff members to strive for the high-performance standards they have established as a community [39]. To motivate learners to perform well academically, the culture of the school should be built through the school heads' passion, commitment, and talents [40, 41].

Successful school heads are able to motivate teachers, specify organizational roles and objectives, plan and coordinate, support teachers, give them tasks, and monitor

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

their behavior [42]. To direct teachers toward the goals of their schools, school heads use a range of strategies [27]. These strategies include prioritizing educational initiatives, holding participants to high standards, being resourceful, and fostering a secure learning atmosphere. Finding the school's rules, processes, laws, and regulations that support strong academic performance is one of an effective school leader's traits [43]. Effective school heads have a direct yet significant impact on the effectiveness of the school and the academic performance of their students [31, 44–46].
