The major purpose of the study was to investigate factors which contribute to the decline in students' academic performance in junior secondary schools in Botswana since 2010. The study was mainly quantitative and used the positivist inquiry paradigm. The study employed critical theory for its theoretical framework. Questionnaires were used to gather data from two hundred participants. Some documents were analyzed to supplement the information collected through the questionnaire. Data were analysed using the computer package known as Statistical Package for the Social Sciences (SPSS) version 15. The findings of the study showed that there were several factors that can contribute toward students' low academic performance ranging from low staff morale to students unpreparedness for the examinations. The study, therefore, recommends that high teacher's morale, availability of resources and parental involvement are critical for the attainment of high quality education in Botswana secondary schools. Furthermore, the findings of the study have implications for research and practice.

This study was conducted to investigate possible barriers to the effective implementation of clinical supervision in Botswana primary schools, junior and senior secondary schools. Since the study sought views, experiences and observations of respondents, it adopted a qualitative approach to data collection. Teacher practitioners on study leave at the University of Botswana formed the subjects of the study. Data were analysed by being categorised into themes. The findings of the study revealed three major themes deemed to be barriers to clinical supervision practices. These are; large class sizes; the implementation of the Performance Management System in schools; and senior teachers who are designated as supervisors to junior teachers simply by virtue of their official position and not because they are experts in the areas they supervise. Recommendations were made on how these barriers could be addressed in order to facilitate clinical supervision activities in schools.

The purpose of the study was to investigate Botswana secondary school heads' perceptions on shared leadership practices. The study used a survey design. Three research questions guided the study. Data were collected through an individual structured questionnaire which was validated. The reliability level was 0.7 using Cronbach Alpha Statistic. Systematic sampling was used to select the participants. The sample comprised fifty school heads from junior secondary schools and twelve school heads from senior secondary schools. Data were analysed using a computer package known as the Statistical Package for Social science (SPSS) version 22. The findings of the study showed that leadership is no longer a one man's show but, a professional work of everyone in the school. Based on the findings of the study it was recommended that for schools to be successful, they should practice a shared leadership model.

The purpose of the study was to explore types of Leadership Capability Models used by managers of junior secondary schools in Botswana. The focus was to identify appropriate model(s) which can assist the school management to understand their potential in motivating teaching staff. The study was mainly quantitative and used questionnaires to collect data. Some official documents were used to supplement the information collected for the purpose of triangulation. Data were analysed using the Statistical Package for the Social Science or Statistical Product and Service Solutions (SPSS) version 19. The findings of the study revealed that there is no specific leadership model used by the senior management in schools. However, it was also revealed that whichever leadership model that could be used in schools, senior management ought to be confident, competent and self-managing in order to motivate staff effectively. The study, therefore, recommends that the school senior managers should be able to identify the intrinsic and extrinsic motivating factors in order to be good and effective motivators.