AN EVALUATION OF THE EFFECT OF VISIONARY LEADERSHIP ON SCHOOL TURNAROUND

AN EVALUATION OF THE EFFECT OF VISIONARY LEADERSHIP ON SCHOOL TURNAROUND

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AN EVALUATION OF THE EFFECT OF VISIONARY LEADERSHIP ON SCHOOL TURNAROUND

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Schools play a central role in the social, economic, and intellectual development of any nation. However, many schools face persistent challenges that result in underperformance, including low student achievement, weak organisational culture, poor staff motivation, inadequate resources, and limited stakeholder engagement (Leithwood, Harris, & Hopkins, 2020). Transforming such schools into high-performing institutions requires effective leadership that can inspire change, create a shared vision, and mobilize stakeholders toward common goals.

Visionary leadership is widely recognized as a key driver of organisational change and school turnaround. It involves the ability to articulate a compelling vision of the future, align staff and resources to achieve strategic objectives, and foster a culture of innovation and continuous improvement (Badami, Ramchandani, & Daly, 2025). In educational contexts, visionary leaders set clear academic and behavioural expectations, inspire teacher commitment, and promote collaborative decision-making that supports sustained improvement (Leithwood & Sun, 2012).

Research indicates that schools led by visionary principals exhibit improved student outcomes, enhanced teacher motivation, and positive organisational culture (Muhammad & Muhammad, 2022). Visionary leadership is particularly important in underperforming schools, where a lack of strategic direction and low morale can hinder the implementation of effective teaching practices and school improvement initiatives. By evaluating the effect of visionary leadership on school turnaround, stakeholders can identify strategies that enhance leadership capacity, improve school performance, and ensure sustainable academic success.

1.2 Statement of the Problem

Despite policy reforms and educational interventions, many schools continue to underperform due to ineffective leadership and poor management practices (Leithwood et al., 2020). In some schools, principals lack a clear vision or the ability to engage teachers, students, and the community in meaningful ways, resulting in fragmented efforts, low staff motivation, and substandard academic outcomes. This persistent underperformance highlights the need to understand how visionary leadership can drive school turnaround, particularly through strategic planning, instructional leadership, and stakeholder engagement.

1.3 Objectives of the Study

The main objective of this study is to evaluate the effect of visionary leadership on school turnaround. The specific objectives are to:

Examine how visionary leadership influences school performance and student achievement.

Assess the strategies used by visionary leaders to improve underperforming schools.

Identify the challenges faced by school leaders in implementing visionary strategies.

Determine the impact of visionary leadership on teacher motivation, school culture, and stakeholder engagement.

Recommend strategies to strengthen visionary leadership for sustainable school improvement.

1.4 Research Questions

The study seeks to answer the following questions:

How does visionary leadership influence school performance and student achievement?

What strategies do visionary leaders employ to improve underperforming schools?

What challenges hinder the effectiveness of visionary leadership in school turnaround?

How does visionary leadership affect teacher motivation, school culture, and stakeholder engagement?

What strategies can be implemented to strengthen visionary leadership in schools?

1.5 Significance of the Study

This study is significant to multiple stakeholders:

Policymakers and Educational Authorities: The findings can guide the development of policies and training programs to enhance leadership capacity in schools.

School Administrators and Principals: Insights from the study can inform leadership practices that foster school improvement, teacher motivation, and student success.

Teachers and Staff: Understanding visionary leadership can improve professional collaboration and commitment to school goals.

Researchers and Academics: The study provides empirical evidence and contributes to the literature on school leadership and organizational change (Badami et al., 2025).

1.6 Scope of the Study

This study focuses on evaluating the effect of visionary leadership on the turnaround of underperforming schools. It examines leadership strategies, their influence on school performance, teacher motivation, and stakeholder engagement. The research includes school principals, teachers, and selected education stakeholders in the study area. The study is limited to a defined period, reflecting contemporary leadership practices in school improvement initiatives.

1.7 Definition of Terms

Visionary Leadership: A leadership approach characterized by the ability to create, communicate, and implement a compelling long-term vision to inspire and guide stakeholders toward school improvement (Badami et al., 2025).

School Turnaround: The process of transforming underperforming schools into high-achieving institutions through strategic interventions, improved teaching practices, and organizational change (Leithwood & Sun, 2012).

Stakeholders: Individuals or groups with an interest in school success, including teachers, students, parents, administrators, and the community.

Underperforming Schools: Schools consistently failing to meet established performance benchmarks in student learning, teacher effectiveness, and organizational efficiency.

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