Page 15 - UNAM Virtual Graduation e-Book (April2021)

FACULTY OF EDUCATION

DOCTOR OF PHILOSOPHY IN EDUCATIONAL
MANAGEMENT AND LEADERSHIP

CANDIDATE: MBANGULA Daniel K

CURRICULUM VITAE

Daniel Kwalipo Mbangula was born in the Ohangwena region. He matriculated
at Haimbili Haufiku Senior Secondary School, in the Ohangwena region. His
qualifications include Bachelor of Education; Biology and Sport Education
(University of Namibia), Masters Degree in Educational Management and
Leadership (Midland State University). His professional career includes working as Biology and Agriculture teacher;
teacher counsellor and currently serving as a Lecturer at International University of Management, Department of
Education at Dorado Campus. His research interest includes education management and leadership aspects.

CANDIDATE’S DISSERTATION

INVESTIGATING THE PRINCIPALS’ LEADERSHIP ROLES ON INFLUENCING TEACHING AND LEARNING AT SECONDARY
SCHOOLS IN OHANGWENA REGION, NAMIBIA

The doctoral study was undertaken and completed under the supervision of Dr. Albert Isaacs (University of
Namibia) as main-supervisor and Dr. Amaambo Rachel (University of Namibia) as Co-Supervisor.

The purpose of this study was to investigate the principals’ leadership roles on influencing teaching and learning
at secondary schools in Ohangwena region, Namibia. The study aims to help the principals to improve their
leadership roles and how principals influence teaching and learning by identifying the areas of improvements,
and necessary interventions for, teaching and learning at secondary schools level. The study was prompted by the
poor grade 12 Namibia Senior Secondary Certificate inconsistant results over the past 5 years in the Ohangwena
region. Ten (10) secondary schools in the Ohangwena region were chosen according to their performance
based on five years Namibia Senior Secondary Certificate results. A population of 100 teachers were targeted to
complete the questionnaires while ten (10) principals were interviewed. Only 80 teachers out of the 100 targeted
teachers participated in this study. The researcher used the mixed method approach. Appointments were
made with the principals of the targeted schools to conduct the interviews and questionnaires were distributed
to teachers to complete. The data were analysed using information from scribes’ notes where themes were
compared and integrated across the major themes that emerged from the data analysis across all grouped.
Data from the interviews were analysed in descriptive method and subsequently themes were formed to enable
thorough analysis. Data from questionnaires were analysed using the descriptive and regression statistics analysis
using tables and charts to interpret the data well.

The study found that most principals in the targeted secondary schools in the Ohangwena region lack leadership
skills and knowledge because of lack of leadership training or workshops for school leaders. The entry requirements
for the principals post is also too low, which contributes to poor leadership skills that can enhance teaching and
learning at secondary schools’ level. The determinant model practice was recommended by the researcher
in this study to enable principals monitoring the work of learners and teachers’ work in more transformative
ways, which in turn would promote quality teaching and learning. More leadership training workshops were also
recommended, as well as enrolment of leadership courses to improve leadership skills.

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