“From progressing to sinking schools’’: principals perceptions on factors contributing to the decline in school performance
Year: 2025
Type: article
Abstract: The decline in school performance in the O. R. Tambo Inland District has emerged as a pressing concern within the South African education system. This paper explores principals’ perceptions of the key factors contributing to this decline in school performance, using a qualitative case study approach. Data were collected through semi-structured, face-to-face interviews with principals from selected secondary schools in the district. The study aimed to provide an in-depth understanding of the underlying issues affecting school performance. Findings indicate that a combination of socioeconomic challenges, lack of adequate resources, and deficiencies in school leadership are central to the declining performance. Many schools operate under conditions of poverty, insufficient infrastructure, and limited teaching and learning materials, all of which hinder academic achievement. Additionally, the study highlighted the need for improved leadership capacity, as many principals lack access to formal training in strategic and instructional leadership. Based on these insights, the paper recommends that the Eastern Cape Department of Education, in collaboration with local stakeholders, increase funding for resources and infrastructure, while implementing targeted leadership development programs. These efforts are essential for revitalizing school performance and are aligned with the broader objectives of Agenda 2063, which promotes inclusive, equitable, and high-quality education across the African continent.
Source: EUREKA Social and Humanities
Authors: Ntsika Dyantyi, Elphinah Nomabandla Cishe
Institution: Walter Sisulu University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $107
OpenAlex ID: W4410859534