Herman, Harold D.Uugwanga, Nicodemous NatangweNULLFaculty of Education2013-10-212024-05-282009/10/232009/10/232013-10-212024-05-282008https://hdl.handle.net/10566/15536Magister Educationis - MEdAfter seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The government has been spending big budgets on Education. The Ministry of Education introduced various educational policies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of education and continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not implemented effectively in schools. This research study argues that professional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is not impacting effectively on their leadership and management in schools.enLeadership theoriesEffective leadershipEffective managementEffective schoolsSchool principalsPrimary schoolsEducational administrationLeadership developmentPolicy implementationEducational standardsOshikoto regionNamibian educational policiesThesisUniversity of the Western Cape