FACTORS INFLUENCING THE ADOPTION OF SITUATIONAL LEADERSHIP FOR LEARNER ENGAGEMENT BY SCHOOL MANAGEMENT TEAM MEMBERS IN SPECIAL SCHOOLS

Abstract

Learner engagement is widely acknowledged as a foundation for academic achievement, inclusion, and holistic development. While situational leadership has been extensively studied in mainstream education, little is known about its application in special schools where learner engagement is often challenged by diverse disabilities, cultural dynamics, and emotional needs. This study aimed to explore the factors influencing the adoption of situational leadership by School Management Team (SMT) members in special schools, with a focus on how such practices enhance learner engagement. Guided by the interpretivist paradigm, a qualitative approach and generic design were adopted. Data were collected through semi-structured face-to-face and virtual interviews with 12 purposively selected participants, comprising principals, deputy principals, and departmental heads from three diverse special schools. Data were analysed thematically using Braun and Clarke’s six-phase framework. Findings revealed that learner diversity, individual learning needs, cultural accommodation, empathy, emotional and behavioural awareness, and family contexts were central to shaping how SMT members adopted situational leadership. Leaders shifted flexibly between directive, supportive, coaching, and delegating styles to respond to learners’ unique readiness and circumstances. The study recommends strengthening professional development on situational leadership, leveraging Individualised Education Plans as leadership tools, fostering inclusive school–family partnerships, and promoting inclusive school cultures. The study concludes that situational leadership provides SMT members with a critical framework for building responsive, inclusive, and learner-centred environments in special schools. Investing in adaptive leadership development is essential to ensuring that no learner is left behind.