Socio-economically challenged learners: two South African case studies

Abstract

This article reports the results of research conducted in two successful secondary schools situated in a poor rural area in the Ehlanzeni region, Mpumalanga province. The research forms part of the International Successful School Principals Project (ISSPP) which originated in 2001 among a group of experienced education leadership and management researchers. Notwithstanding a comprehensive body of research data on the qualities of good principalship and successful schools, there was a need to focus more directly on how to create and sustain a supportive teaching and learning environment for socio-economically challenged learners.