Reflections on Principals’ Leadership Practices in Deprived Schools: A Case of the Amathole East Education District

Abstract

This study aimed to provide reflections on the leadership experiences of school principals on leading and managing in the deprived context of the Amathole East Education District. The study thus employed a qualitative research approach coupled with an in-depth exploratory examination of the reflections of five principals in their leadership roles. The findings indicated that school principals encountered a lack of support from the government, a lack of funding and infrastructure, a lack of parental involvement, and many socio-economic issues. The study recommended that schools should be provided with additional resources and funding, community partners, and mentorship, and should design activities that engage parents and the wider community in the education process. This study contributes to scholarship by deepening understanding of the complexities of leading and managing in deprived educational contexts by offering actionable recommendations for enhancing educational equity and quality in such settings. It serves as a valuable resource for policymakers, educators, and researchers seeking to address the persistent challenges faced by schools serving disadvantaged communities. Keywords: Principal leadership roles, Deprived schools, Governments, Infrastructure, Parental Involvement, Socio-economic Issues