Strategies Employed to Maintain High Performance in High Schools in the Kingdom of Eswatini: Views from Instructional Leaders

  • Sithulisiwe Bhebhe University of Eswatini, Kwaluseni, Eswatini
  • Wilard Nyathi AMADI University, Mbabane, Swaziland


Instructional leaders have an obligation to ensure that learners attain high academic performance in schools. This study sought to establish the strategies instructional leaders employ to ensure that learners achieve high academic performance in Eswatini high schools. The study was located in the interpretivist research paradigm and followed a qualitative research approach which applied a case study design. Face-to-face interviews on 5 head teachers were used to collect data. Data were analyzed for content and conclusions were drawn. The findings of the study reveal that it is important to provide the essential resources needed for education in the 21st-century classrooms. It was also revealed that involving learners and teachers in decision making was very essential. The study also found that learner and teacher constant supervision yielded good results. It was revealed from the study that involving parents in school activities as well as decision making was essential for learners’ high academic performance. The main conclusions of the study were that high academic performance in schools may be attained when teachers and learners have resources enough for them to achieve their goals. The other conclusion of the study was that collective decision making involving all stakeholders contributing to learners’ education was essential. The study also concluded that instructional leaders in schools have a task to supervise all activities that learners and teachers partake in.


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How to Cite
BHEBHE, Sithulisiwe; NYATHI, Wilard. Strategies Employed to Maintain High Performance in High Schools in the Kingdom of Eswatini: Views from Instructional Leaders. International Journal of Social Sciences, Humanities and Education, [S.l.], v. 3, n. 2, p. 88-100, june 2019. ISSN 2521-0041. Available at: <>. Date accessed: 27 may 2023.