**Abstract**

The study investigated how headship teacher professional development proficiencies and academic performance, of two high-performing primary schools in the Kweneng region, helped them become better school leaders. The study used multi-cross case study analysis, qualitative approach, and purposive sampling to gather data from semistructured, focus group interviews, observations, and document analysis. Twenty-eight participants in this study were four senior teachers, six teachers, 12 students, two school heads, two deputy school heads, and two heads of departments. This study utilised Kiral's Excellent Leadership Theory in Education. The study's aim was to determine how the school heads of two rural primary schools with high academic performance and teacher professional development leadership development evolved into effective school leaders. The cross-analysis case study revealed that high-performing rural primary schools possessed: leadership and continuous improvement, excellence and perfectionism, excellent leadership in their schools, and implementation of excellent leadership in their schools. The study concluded that solid leadership practices and strong learners' academic performance are needed in schools. The study also showed that school leaders who prioritised teachers' continued professional development had an excellent academic performance. This study recommends that great school leaders may promote consistent teacher-professional learning support, which promotes high academic performance.

**Keywords:** headship leadership proficiencies, academic performance, high-performing schools, teacher professional development, excellent leadership
