Even though secondary schools are located in the same area and receive their student
intake from the same primary schools, they differ in their performance with regard to Grade
12 final examination results. This study focuses on three secondary schools, namely, Mpone,
Leope and Noko which are in Bakenberg South Circuit (BSC), Waterberg District, Limpopo
Province, South Africa. These schools were considered high performing by the National
Department of Education.
Through a qualitative study in which interviews were conducted with eight school
management teams (SMTs) of the three schools, the study examines the successful strategies
employed by SMTs in managing and leading curriculum with special reference to teaching
and learning. The study reaffirmed the importance of high quality leadership which promotes
educators professional development. The study highlighted the importance of proper time and
resource management and confirmed the vital role of parental involvement in their children‟s
education. The results further indicated that teachers, learners‟ and general successes enjoyed
by the school needed to be celebrated.
The overarching impulse emerging from the study is that for schools to enjoy successful
management and leadership in teaching and learning leadership should be shared, the
resources of stakeholders should be harnessed and conducive working conditions need to be
established and maintained.