The Teaching School headmaster and academic achievement of English Language learners

Headmasters are accountable to determine to use best possible strategies, programmes and other factors in increasing achievement of English Language learners. This study investigates the practices, strategies, and knowledge of a Teaching School headmaster that contributes to a high level of achievement of English language learners, develops an in-depth knowledge of the role of the headmaster. From observations, interviews, and documents, descriptive data are presented about the role of headmaster and how the data impact the achievement of English language learners. Three salient themes emerged from the results: 1) academic focus, 2) smart programme, and 3) consistent monitoring. The implications of this study provide a starting point for primary school headmasters to increase their English results. This enhances the literature regarding leadership roles in facilitating learning for those whose first language is not English