Abstract:
This article reports on a study that investigated how collaborative leadership can influence
sustained learner academic performance in secondary schools. The key problem resounds
about secondary schools that are unable either to sustain or improve learner academic
performance when intervention strategies rolled out from the district offices are concluded.
The literature pursued in the study covered collaborative leadership from both schools and
district education offices and their impact on learner academic performance. Participants
were circuit managers, subject advisors, principals and teachers. They completed openended
questionnaires that sought to explain the relationship between collaborative leadership
and sustained learner academic performance. Major findings indicated that participants (at
the various levels of leadership) attribute low learner academic performance to all other
involved parties except themselves. Thus, collaborative leadership within the school and
between schools and district education offices is not enabling sustained learner academic
performance.
