Hamilton, J.Larey, D. P.Khantsi, Tshediso Keneth2025-01-082025-01-082024http://hdl.handle.net/11660/12929Dissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2024In this qualitative study, the researcher has explored collaborative leadership as a way of ensuring effective school governance in township secondary schools, thereby helping to improve learner academic performance and discipline. A literature search on national, continental and international sources was conducted on how to the members of school governance can use collaborative leadership strategies to improve the academic performance and discipline in township secondary schools. The study was furthermore grounded in a theoretical framework by David Chrislip and Carl Larson named the Collaborative Leadership Theory. Using thematic analysis, themes were identified, and data were analysed and interpreted through logical reasoning to determine the relationship, trends and patterns of the study in order to bring meaning to a set of data. The findings revealed that, even though the 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 𝘈𝘤𝘵 (RSA, 1996) promulgates the participation of parents and learners in the SGB, they participate the least, due to a number of factors. As a result, there is a lack of collaborative leadership. Although this lack of participation is of serious concern, the study found that it has quite a minimum impact on the academic performance of the learners. The study therefore recommends regular training of parents and learners to help improve their participation. The study further recommends the election of learners in lower grades (particularly Grade 10) into the SGB to allow for sufficient time in governance.enCollaborative leadershipLegislation and school governanceRepresentative Council of Learners (RCL)School Governing BodyDissertationUniversity of the Free State