A distributed leadership communication strategy for improved learner academic perfomance

English: Addressing the problem of learner academic performance at Lesotho high schools is a long-standing phenomenon. In this study, the researcher explored the influence of distributed leadership practice on improving the learner academic performance of high school learners and interpersonal communication needed for addressing learner academic performance at schools, in order to ensure how the principals could use distributed leadership practice and interpersonal communication to enhance the academic performance of the learners. In the study, a literature search was conducted focusing on applicable theoretical frameworks and on the outcomes of past research. In particular, literature from national and international studies on how distributed leadership can impacts functioning of learner academic performance was consulted. The study employed a qualitative approach to what distributed leadership communication strategy may be effective in improving learners’ academic performance. Individual, indepth interviews were employed to collect data from participants. They comprised the principals of four high schools, Grade 10 teachers, parents, the chief and counsellor, as well as the chairpersons of the board chosen from four high schools in the Berea district of Lesotho. A key finding revealed that distributed leadership practice is not adequately practised at the high schools. Leadership and communication strategies for principals need effective training sessions. Currently no workshops are provided by the Ministry of Education and Training for teachers and principals to attend because of insufficient funds. These are strongly needed in order to equip leaders with the necessary skills. Parent community partnership within the school seems limited, which leads to hampering learners’ academic performance.