Schools are under intense pressure to improve quality and achieve long-term educational outcomes. To improve education, schools' teaching and learning environments must be improved. This research evaluated the various leadership philosophies used in South African schools to improve teaching and learning. The study's qualitative methodology included in-depth interviews with open-ended questions. A purposeful technique was used to select 16 participants from four different schools. The participants included four principals, four school management team members, four department heads, and four teachers. Themes guided the data analysis, focusing on patterns and resemblances while maintaining data quality. The study's findings revealed that school leaders had a basic understanding of the various leadership styles that can be used to improve teaching and learning, but only some were preferred by the leaders. Furthermore, it was discovered that some school leadership practices had a direct influence on both student and teacher dedication, as well as teaching and learning in classrooms. The paper then suggests that school leaders encourage leadership in schools through training initiatives.