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The Role of Entrepreneurial Leadership of Head Teachers in High Performing Schools: A Case of Selected Schools in Lusaka District
Abstract
The study was an exploration of the role of entrepreneurial leadership of head teachers in high performing schools, a case of selected schools in Lusaka district. Data was analysed thematically. The study population targeted secondary schools and headteachers. The study used qualitative method targeting 4 headteachers who were in charge of high performance in secondary schools. The study utilised purposive sampling to select four schools and four headteachers. The study used Headteacher interview and Focus Group Discussion with Heads of Departments to collect data. It was established that Headteachers exhibited entrepreneurial leadership practices characterised by visionary thinking, strategic risk-taking, collaboration, innovation and problem solving. They prioritized teacher empowerment, community engagement and school improvement was what the headteachers highlighted as practices used in their schools. However, headteachers faced challenges in implementing leadership practices that included financial constraints, managing change and resistance. This limited their ability to invest in staff development. Regardless of these challenges, headteachers had effective strategies such as two-way communication to build relationships and encourage feedback; knowledge sharing through workshops and collaborations. It was found that effective entrepreneurial leadership required a unique blend of skills which included visionary thinking, strategic risk taking, adaptability, resilience and collaboration. The recommendations were that the Ministry of Education both at District and National level should intensify monitoring so that best practices in high performing schools are shared with other schools. Keywords: Entrepreneurial leadership, high performing schools, Headteacher, implementing
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