Mdodana-Zide, L.Nhlumayo, B. S.Mabeleng, Matanki Irene2024-06-172024-06-172023http://hdl.handle.net/11660/12613Thesis (Ph.D.(Education Management and Leadership))--University of the Free State, 2023School leadership plays a critical role in effective management of teaching and learning. Principals are entrusted with a huge responsibility of managing schools although they face a variety of challenges running the schools effectively in the 21st century. The professional development of principals is, therefore, crucial to their success as leaders since it extends their knowledge and improves their job performance. This study explored the perceptions of Lesotho secondary school principals on their professional development needs to enhance leadership. Constructivism paradigm was used as a lens for this study. The research was informed by constructivism theory as well as complexity leadership theory. A qualitative research approach was employed, and a multiple case study was adopted to gather data from twelve individual principals from twelve schools. Semi-structured interviews were conducted, and purposive sampling was used to identify and select individual principals who were knowledgeable and had insights to share regarding their professional development needs. Thematic data analysis approach was employed to extract meaning from the collected data. The major findings of the study revealed that principals lack exposure to professional development programmes, and this adversely affects school leadership. The study further exposed that principals need capacitation in digital literacy skills, financial management skills, legal skills as well as management and instructional leadership skills. Additionally, the study found that principals experience numerous challenges in their leadership role, and these have a negative effect on their performance. It further revealed financial constraints and lack of support from the Ministry of Education and Training (MoET) as some of the factors hindering principals’ professional development. The study recommends that professional development programmes be arranged for principals to address their needs to enhance school leadership. Additionally, short training courses could be arranged by MoET to capacitate principals in the areas where they lack skills. The findings of this research contributed to the body of knowledge on the professional development needs of school principals. The study has the potential to raise awareness of the professional development needs of Lesotho secondary school principals, which is the area of focus that previous research conducted in Lesotho failed to address. The results of this study could assist MoET in development of professional development programmes for newly appointed principals to advance their leadership skills. To further enhance leadership, teacher training institutions could also use the results of this research to upgrade pre- and in-service leadership training programmes that could be used to assist principals in their leadership positions. The results of the research will as well assist policymakers and the Ministry of Education and Training in Lesotho on how to structure professional development programmes to meet the needs of secondary school principals.enSchool leadershipprofessional developmentconstructivismcomplexity leadershipeducation managementThesisUniversity of the Free State