PurposeThe purpose of this study was to identify the headship instructional leadership proficiencies, and how they influenced academic performance in high and low performing rural primary schools of Kweneng region.Design/methodology/approachQualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used, and the study drew data from 56 participants. These were 4 school heads, 4 deputy school heads, 4 heads of department, 8 senior teachers, 12 teachers and 24 learners.FindingsThe cross-analysis case study findings revealed that high-performing rural primary schools involved their staff and stakeholders in crafting and implementation of the school vision, mission, values and strategic plans. This approach helped them in monitoring school and classroom instructions; hence, resulting in improved academic performance. On the contrary, low-performing schools paid lip service to “involvement” approach.Research limitations/implicationsThe implication for further study is that any future study can consolidate and expand the findings of this research by focusing on Botswana's rural secondary schools.Practical implicationsThe implication of this study is that the ability of an excellent school head with instructional leadership proficiencies can change a low-performing rural primary school into a high-performing rural primary school. Therefore, schools heads who have instructional leadership proficiencies can be placed in low-performing schools for transformation.Social implicationsMoreover, the social implication is that school heads from low-performing schools should benchmark instructional leadership proficiencies from high-performing schools.Originality/valueThe written case study narratives were given to participants for approval to find out if what was written was what they said. After their approval, the research supervisors validated them to check for biases and exaggerations.

The study investigated how headship teacher professional development proficiencies and academic performance, of two high-performing primary schools in the Kweneng region, helped them become better school leaders. The study used multi-cross case study analysis, qualitative approach, and purposive sampling to gather data from semi-structured, focus group interviews, observations, and document analysis. Twenty-eight participants in this study were four senior teachers, six teachers, 12 students, two school heads, two deputy school heads, and two heads of departments. This study utilised Kiral’s Excellent Leadership Theory in Education. The study’s aim was to determine how the school heads of two rural primary schools with high academic performance and teacher professional development leadership development evolved into effective school leaders. The cross-analysis case study revealed that high-performing rural primary schools possessed: leadership and continuous improvement, excellence and perfectionism, excellent leadership in their schools, and implementation of excellent leadership in their schools. The study concluded that solid leadership practices and strong learners’ academic performance are needed in schools. The study also showed that school leaders who prioritised teachers’ continued professional development had an excellent academic performance. This study recommends that great school leaders may promote consistent teacher-professional learning support, which promotes high academic performance.

Purpose: The study examined how headship school climate proficiencies influenced the learner academic achievement of two high and two low performing primary schools of Kweneng region in Botswana. The purpose of the study was to identify the headship school climate proficiencies that influence learner acacdemic achievement and how the proficiencies influenced learner academic achievement in high and low performing rural primary schools of Kweneng Region. Methodology: Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used and the study drew data from fifty-six (56) participants. These were four school heads, four deputy school heads, four heads of department, eight senior teachers, twelve teachers and twenty-four learners. This study applied the Hargreaves Capital Theory of School Effectiveness and Improvement. The cross-analysis case study findings revealed that high performing rural primary schools had school climate proficiency. Findings: This approach helped them in cultivating a positive academic learning where listening to concerns of learners, teachers and stakeholders was possible. On the contrary, low performing schools paid lip service to ‘involvement’ approach. The study, therefore, concludes that headship school climate proficiency enabled the school heads to gain trust of collaborators hence improving learner academic achievement.   Unique contribution to theory, practice and policy: This study recommends that, school heads in rural areas should be trained in school climate proficiencies. This research could assist in the development of future professional development programmes for school heads in rural areas. Any future study that focuses on learner academic achievement in Botswana's rural secondary schools could consolidate or expand on the findings of this research.