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==1 Title, abstract and keywords<School Leadership Challenges in Using Media Sites in selected High schools in the Khomas Region Abstract The ability of media sites to quicken uptake into everyday life is affecting the way people interact as they learn, particularly in schools. Social networking sites provide numerous possibilities for richer online instruction, instant message communication, and education-community interaction but also pose difficult problems for school leaders. The paper was guided by the following research question: What challenges do school leaders face when using media websites in selected high schools in the Khomas Region? It also analyzed how school leaders weigh advantages of media websites against difficulties it presents. Lastly, the paper states that school leaderships need to be able to use media websites effectively in senior schools. Five secondary schools were included in this study. The sample included five principals and ten HODs. Data was collected using semi-structured interviews with the five principals, and ten department heads. Data was analyzed using descriptive content analysis. The main findings indicated the difficulties associated with the use of media websites by the school leaders. School leadership misuse media websites by writing negative comments regarding the issues raised in these websites, and others use abusive language towards others when communicating on the media websites and forward non-academic emails to others. Most of the beneficiaries of information uploaded on media platforms by the school leadership lack technological devices upon which they can access the information and messages uploaded. The study also put forward a series of solutions that specifically that it is imperative the fact that all schools ought to be endowed with the required technological infrastructure, including a WI-FI network connection, improved internet connectivity and sufficient technological devices like laptops. Schools need to establish individual social networking accounts where students, teachers, caregivers, and school leadership can converse, exchange resources, and debate education-related matters. The social networking policies that provide easy guidelines for appropriate use, content sharing, and personal data protection need to be formulated and mandatory to implement. These policies also provide school leadership with how they can utilize more effectively media sites to improve their leadership approaches. Keywords: media sites, school leadership, cyber safety, regulations, professional development, challenges

==2 The main text<Background of the study The use of social networking website as a means of integrating educational leadership into practice in Namibian secondary schools is an extremely relevant topic for research. Researching the challenges school leadership face in utilizing media sites in high schools, how school leadership balance the advantages of the use of media sites and the issues it raises, and the assistance school leadership need to utilize media sites effectively in high schools remained the core agenda of this study. School leaders are now using media platforms such as Facebook, WhatsApp, and X to connect shareholders, facilitate capable advance, and engage the school public (Williamson & Johnson, 2023). They facilitate timely communication, collaboration, and expertise sharing between and among educational leaders, teachers, learners, parents, and the wider community. Despite such positive aspects in regard to school leaders' use of media websites for promoting good educational leadership in schools, the same use of media websites has special challenges. According to Ayeni (2021), issues with information about instructors and the learners' privacy, cyberbullying, staff conduct, organisational standing, and the lack of concise rules along with guidance for specialists are the most critical issues for the application of media websites. School leadership who employ social media tools in their role responds to concerns and issues of secrecy, web reading competence, cyberbullying, and the construction of professional boundaries (Vos, 2023). Further, most school leadership are not competent and familiar enough to apply social media for school administration, yet they learn what others do. Thus, most schools create the respective technologies to apply social media effectively. As points out Aderson (2023), leaders in education who utilize social networking sites also possess enormous concealed mental expenses. Social networking websites and sites are capable of intruding on higher-order mental activities and hamper critical thinking and intellectual growth. Therefore, individuals become addicted to social networking websites and are unable to reason (Wade, 2023). School leadership wrestle with not having a checklist for guaranteeing student and employee safety on social media, and efficient response to emergencies (Anderson, 2019). Literature review Globally, internet social networking is increasingly being embraced in school settings because it provides new spaces for collaboration, communication, and information dissemination (Kimena, 2022). Its advancement and enhancement in the use of media sites have enhanced the way in which leaders think and exercise their school leadership (Kimena, 2022). Its uptake by school leaders is not without challenges, though. More in-depth studies of social networking sites within academic settings report advantages like increased attendance, quick notifications, and between peers' pedagogy and drawbacks not limited to disengagement, privacy, and psychopathology (Ayeni, 2021 & Kimena, 2022). Therefore, literature reviewed included issues school leadership face while utilizing media sites in senior schools, and how school leadership strike a balance between the benefits of media sites and the drawbacks it has, and assistance school leadership need to use media sites successfully in senior schools. The difficulties school leaders encounter when utilising media sites It becomes hard to highlight the positives of social media in schools since there is no moral platform where it can be employed (Connolly, 2011). Most school leadership simply imitate since they are not knowledgeable and competent enough to utilize social media as a tool of leadership in schools. Many schools lack the technology needed to harness social networking sites to their full potential. School leadership using social networking sites have severe underlying mental costs, claims Aderson (2023). Social networking sites and websites can interfere with higher-order cognitive processes, thus blocking intellectual development and critical thinking. As a result, people lose their reasoning capacity and become reliant on social networking sites. Lack of a timeline for securing student and staff safety on social media platforms and effectively handling incidents are problems that school leadership confront (Anderson, 2019). Social networking also carries several risks. Depression and anxiety are intensified by social networking. Internet abuse and inattentive attention are two concerns concerning media platforms usage in schools, according to Ayeni (2021). Singh (2021) asserts that children today struggle to concentrate on studies and prefer to make use of social sites. For this reason, students waste a lot of time on the practice. In addition, social media is addicted, Ayeni (2021) argued. The shared capacity shortages that schools undergo include the limited availability of stable gadgets, the internet, and technical support services. Leaders may also lack full confidence, expertise, and knowledge needed to effectively make use of social networking sites. Their workload and time constraints would hinder them from undertaking their growing online roles alongside administration (Williamson & Johnson, 2023). Barring that, it is simple to get bogged down in the problems of networking sites, but we are challenged to look past these issues and examine the way in which social networking sites have reshaped collective thought, professional growth, and reporting. Despite the issues, the use of media sites is changing the way educators, school leadership, and students learn and work. Nevertheless, individuals should exercise care when posting anything on social media sites. Media never forgets anything. Anytime information is put on the internet, it will often be readily available afterwards (Wade, 2023). There are some issues with use of media websites in general, yet the literature review does not make direct reference to the difficulties faced by school leadership when they use media websites in high schools. Moreover, it does not provide solutions to overcome the difficulties that are considered unavoidable. The research undertaken in the present study shall therefore be important since it will establish the difficulties entailed in school leadership' use of social media and provide different intervention approaches to alleviate the issues. How school leaders reconcile the positive effects of media sites alongside the issues it presents The task for school leadership is to maximize the good effects of social media with the minimum of negative ones (Kimena, 2022). This involves a balanced response that both deals with the negative effects and encourages good interaction. The above entails developing supportive spaces for students, ensuring digital literacy and delivering information on social networking usage. The school leadership can optimize the benefits of networking sites while reducing their limitations by embracing at the same time their advantages and disadvantages facets while offering the necessary resources and assists. This will in the end make the learning atmosphere healthier and more interactive to everyone. Kimena (2022) highlighted how education leaders can navigate the advantages and disadvantages of media by instituting policies that ensure safe and responsible use in addition to leveraging their ability to propel educational engagement. This includes instituting distinct policies, offering digital citizenship education, and encouraging open communication between parents, teachers, and children. To combat cyberattacks and cyber bullying, schools must have well-defined policies and procedures that cover reporting channels and sanctions for infractions. Leadership must try to educate children about data protection and internet privacy to minimize the opportunities for personal information to be exploited against them. Schools must block unnecessary ports, and they must teach how to recognize and evade inappropriate content. Leaders need to be aware of the negative impacts of social media on mental health, such as social envy and online stalking, and provide support and resources for students who may be affected (Anderson, 2019). Teaching kids to critically evaluate information online and identify fake news is a requirement for the consumption of media appropriately. By encouraging proper social media behavior and educating students on time management, both students and leadership can avoid excessive use and its potential negative consequences (Wade, 2023). The supports school leaders need to properly use media sites in high schools To construct effective collaboration, school leadership have to work with other educational officials at every level, from the local to the international. They can leverage this platform to share ideas, discuss strategies, and learn from the achievements and setbacks faced by others in similar positions of authority. According to Wade (2023), collaboration is key to develop a new strategy for utilizing social media in school news communication via social media websites, organizing interrelated meetings with parents, and initiating a fundraising purposes campaign for the growth of the institution. By doing this, social networking websites have become so much part of our daily lives that it no longer matters to keep them out of the classroom. School officials should be helped to monitor and keep the online school reputation. This should specifically include keeping watch over what people post about the school on social media platforms. Likewise, it is important to concentrate on good memories and achievements that boost any impression of the institution (Anderson, 2019). Constant watch and monitoring should also be done. School leadership must deal with discipline problems that will certainly cause problems. Since technology is not disappearing, they must include it wherever possible and develop solutions to any problems that arise (Wade, 2023). For educational institution development, online awareness education must be incorporated. Leadership of educational institutions must analyze the content and messages shared on social media (Aderson, 2023). Before permitting teachers to utilize social networks as a teaching aid, the purpose would be served by imparting school officials proper training for utilizing social media sites for teaching and administration, along with how to recognize deceptive information using the web. Media sites utilization must be addressed in pre-service training and continuing education, and social networking incorporation must be integrated into online pedagogies to enhance career advancement for school leadership (Aderson, 2023).

When using the utilization of media sites, it is vital that web-based standards be formulated. For them to effectively control their usage of social media, employees, school leaders, and students must adhere to an overt regulation that indicates what to do and what not to do. Aside from making certain that all processes satisfy instructional objectives and school policies, these rules must cover privacy matters, online bullying, and appropriate media site utilization (Sutton, 2020). Besides, studies strongly advise that every school should have in-house protocols and policies that govern the use of social media within schools (Aderson, 2023; Connolly, 2011). Teachers, learners, and school officials all need to comprehend social media norms and expectations because they define what is acceptable and not acceptable and make it easier to react to problems when using social media sites (Sutton, 2020). Sutton (2020) argues that having and sustaining a social media team may help in the creation of various content pertaining to the institution. Media staff ought to be recruited by the administration of an institution. By developing their capabilities in areas such as creating media in different languages, design, diligence, and content, they remain updated. The way social media sites operate can be improved by establishing standards on the same. Without them, school social media accounts can appear unorganized and inappropriate, unable to reach a specific audience. Likewise, educational media today is the primary source of academic education.

Presently, school officials can readily develop sites for teaching that are tailored specifically to their own needs and desire (Williamson & Johnson, 2023). Such personalized learning systems have no boundaries and can be accessed anywhere that has an internet connection. Next, they can be integrated into a specific website platform. Setting objectives, learning from various technology-enabled leaders, and educating the school community regarding proper usage are all crucial for effective use of media platforms.

Research methodology This article employed qualitative methodology with a descriptive case study research design in gathering findings from five principals and 10 departmental heads from 5 targeted high schools in the Khomas Region. The sample was selected according to a purposeful sampling. Purposive sampling was deemed optimum in the sample selection process since it enables the researcher in selecting participants who possess specific evidence or attributes that are needed to enhance the possibility of getting more valid and reliable data. The data was gathered via semi-structured interviews. Data from the selected participants was gathered with the assistance of an interview guide. Semi-structured interviews were utilized due to their capacity to yield more comprehensive and precise information from research participants (Creswell, 2013). Furthermore, semi-structured interviews were utilized due to their high levels of validity since they enable the participants to give elaborate and detailed responses to the research issues. The evidence gathered were examined using a descriptive content analysis method to determine meaningful themes and trends in leadership interactions. The themes were drawn from the data collected, and the themes were discussed and interpreted for the sake of advancing an understanding of the negative attributes regarding the usage of media websites by school leaders in the provision of effective educational leadership in schools. Research findings and discussion Collected data were analysed and discussed according to the themes presented as follows: Difficulty’s school leaders face when utilising media sites in high schools Without technology devices to access, stable internet, or online resources are challenges prevalent in Namibian educational settings. Leadership do not necessarily have the confidence, training, or professional development to effectively use social media. Scheduling new computer duties and administrative tasks can be challenging. Problems of what constitutes a proper limitation, risk of harassment, secrecy, as well as online competencies make usage more challenging. From the comments of the participants, school leaders are confronted with a series of challenges that discourage them and their schools from embracing social media to uphold effective leadership. The participants cited the following challenges: From responses received from the participants, the greatest concern that the school leadership encounter is one related to internet and WI-FI connections. Students and parents require continuous internet access that enables them to be engaged for a long time. This can make it harder for them to receive information on time. They all rely on other individuals to update them, making communication vulnerable to mistakes. In addition, most parents and students were also discovered to be without smart devices. Connolly's (2011) study validates this fact by asserting that most school leadership are still ignorant about what is required of them as far as using media networking sites in a proper manner for managerial objectives is concerned. Also, these leaders' use of social media is largely based on their personal observation of how individuals use it. Also, most schools either prohibit the use of technology in classrooms or lack adequate gadgets to effectively use social networking sites. The study reveals that school authorities were not interested in using social media sites because of fears over privacy, professional relationships, and the possibility that teachers and students could not differentiate the time spent on online social networking from other personal and academic-related activities. This finding from this study has also been confirmed by past studies, with emphasis on how modern students tend to get distracted in class and waste their time on social media. Therefore, students waste hours of productivity by their behavior (Singh, 2021). The respondents have also indicated that academic leadership also expressed concern regarding the absence of precise rules and policies on the use of social networks in the classroom and the absence of proper guidance provided on the use of social networking websites for teaching. The results concur with Connolly's (2011) research, which proved that it is not easy to encourage healthy media site utilization in schools primarily because there has not been an ethical framework to help manage media sites utilization. Principals and department chairs have noted that there are needed to be concise laws and regulations to help facilitate social network utilization in schools, especially on how to treat harassing messages and cyber-bullying. Ayeni (2021) has continued upholding this result, which states that distraction and bullying are two major issues touching on the use of social networking sites in schools. To this end, however, other students bore testimony to not being able to reach a good equilibrium between media sites and academic work, with fears of misuse fueling diversions. These findings concur with research carried out by Anderson (2023) that showed school leadership who use social media and other electronic media may be suppressing their higher-order cognitive abilities skills, such as concentration, attention, and commitment needed to develop critical thinking and intellectual growth. Children will therefore become dependent on social media and unwilling to use critical thinking skills of their own. The reactions of school leadership and stakeholders indicate that when making abusive and insulting comments on things posted on social platforms using WhatsApp groups, they are misusing and misapplying social networking platforms. They also testified to the existence of stakeholders who introduce un-scholarly views to others and use harsh language when arguing with others on the platforms. However, the lack of good technology tools to help in dissemination and reception of knowledge makes it challenging for schools to utilize social networking websites. The findings showed that school leadership did not want to use media sites due to confidentiality issues, work restrictions, and inability of the students and teachers to control how they spend time on social networking websites, such as keeping work and personal activities separate. It can also be seen in previous studies that it revealed how students become interested while learning activities, and rather than that they enjoy passing time on social networking sites. Therefore, such steps waste student attention (Singh, 2021). Nonetheless, as suggested by participants, school leadership reported that they were worried they were not equipped with the proper training to utilize social media resources in the classroom. Furthermore, there are no predetermined rules and regulations governing the use of social networking sites in the classroom. The findings are in line with Connolly's (2011) research, whose findings were that use of social networking websites in schools is difficult to make work positively since it lacks an established ethical basis. Principals and department heads have reported that a concerted effort must be made so that there are definite policies and procedures to guide the use of social networks in schools to be able to keep vigil over matters of online harassment and offensive content. Ayeni (2021), whose arguments highlighted that student disengagement and online harassment are a couple of major issues associated with the utilization of online spaces within educational settings, concur with this view. There are, however, frequent complaints about overuse causing distraction. while some students confess that they find it challenging to balance social media use and coursework. Aderson (2023) adds that the use of social networking and other online services by educational authorities undermines their higher-order cognitive abilities, including concentration, persistence, and focus, which are necessary for creative thinking and cognitive growth. Thus, individuals are likely to lose their critical thinking capacity and develop an unhealthy dependence on media sites. Through the respondents' responses, it was found that social media is being misused by school leadership and stakeholders through the sharing of hard and non-complimentary remarks on matters expressed in WhatsApp groups. They also admitted that there are stakeholders who send non-academic remarks to peers and use non-complimentary language when speaking to others via social media. But the lack of required technological tools to enable the sharing of information is preventing schools from using social media. Finding a good balance between work and personal life can be difficult for school leadership, who might feel obligated to be available online and on social media outside regular school hours, as explained in the article reviewed. In addition, leadership occasionally had to deal with rumours and inaccurate information that could travel with lightning speed and cause worry or confusion. Aside from that, being forced to deal with false or unfavorable material published on social media sites puts the school in the spotlight, which may endanger its leadership as well as harm its online reputation. The research findings show that the implementation of utilisation of social networking sites in high school is faced with a series of challenges by the school leaders; therefore, intervention strategies must be formulated and applied to overcome the challenges. By applying the proposed remedial principles and encouraging the culture that augments social networking utilisation in responsible and productive ways, the school leaders can raise the level of effective leadership in their schools. The research learned how school leadership and department heads handle various issues such as limited knowledge, internet and connectivity issues, the absence of electronic devices for parents and children, and online bullying. How school leaders reconcile the positive effects of media sites alongside the issues it presents In the face of resistance or skepticism, leaders can innovate by embracing social media platforms for real-time notifications, human-to-human engagement, or collaboration (Kimena, 2022). The results identified how individuals can use unofficial channels (such as Facebook pages or WhatsApp groups) to communicate with teachers, parents, and students. Leadership can further come up with education programs, online controls, or better media sites standards. The results are consistent with the literature that emphasized that when using media websites, there is a need to create web-based norms. To manage their use of social media websites properly, educational leaders, staff, and students need to observe an explicit regulation which delineates the important dos and don'ts. In addition to making sure that all activities are aligned with instructional objectives and school policies, these regulations must also consider privacy, cyberbullying, and social networking site use. Research also suggests that every school must craft its own policies and procedures in managing the use of social media in the classroom (Connolly, 2011; Aderson, 2023). There is a necessity to maximize potential benefits in students' collaboration, greater parent-teacher-student interaction, and quicker sharing of information (Sutton, 2020). Adverse impacts like disruptions, abuse, or workplace boundary blurring would always be there; nevertheless, interventions should be there to counteract the media sites' difficulties. Hence, a necessity to balance and optimize media sites usage amidst challenges is present. Through regulations, training, and oversight, leadership can attempt to maximize benefits and reduce risks. While social media has numerous advantages, there are also some disadvantages that should be considered to ensure they don't impact educational effectiveness. One of the greatest risks is ongoing distraction. The productivity can be lowered by frequent notifications along with the tendency to scan the post. The results showed how usage of media sites can expose users to objectionable content, cyberbullying, along with identity theft, among other privacy and security concerns. Schools should thus eliminate harmful information and provide guidance on identifying and avoiding it (Kimena, 2022). Children need to be taught the importance of keeping their personal information to themselves on the internet because of reason. Social network sites make it easy to communicate, but sometimes such communication may be superficial or limited. Communication online in its very nature may not carry the depth that face-to-face interaction carries, and this can have an influence on one's relationship with others. The results pointed out the issue of controversy as well as misinformation where social networking sites are considered the ideal places for the dissemination of misinformation. Students can be subjected to biased or false information that could cause confusion and influence the way they understand issues. This aligns with literature that teaching children how to critically evaluate online information and identify false information is crucial towards ethical use of media sites (Wade, 2023). Hence, it is important to promote intellectual curiosity and teach students how to cross-check content before embracing its rational conclusion. Supports school leaders need to properly use media sites in high schools The findings of the research suggested multiple support for school leaders to use media sites effectively in upper schools. Based on participant feedback, all schools should be given the required technology infrastructure, such as stable internet access and access to the Wi-Fi network. Likewise, the internet connection of all schools should be improved to allow all school authorities, teachers, and students to use the internet during school hours. Accessibility is essential to enable effective use of media websites, which are good resources for pedagogical, and curriculum needs, as well as information-sharing and knowledge-disseminating platforms in institutions of learning; however, they must be accessible in order to be effective. According to the responses provided by participants, school leadership should design a comprehensive and thorough web site policy that guides the proper and effective utilization of social media websites in educational endeavors. These behavioral guidelines would include proper utilization, standards of interaction, and measures for punishing offenders. These should be relatively flexible to allow constant revision and improvement to ensure that they are able to adapt to changing trends and structural alterations. This is in accordance with Sutton's (2020) assertion that schools ought to establish legislation, norms, and rules for social media so that it can be well governed and regulated. The findings still indicate that, as each person should know the boundaries, media networks norms and standards are needed by students, teachers, and school authorities. In addition, they can assist in setting stringent boundaries and responding to emergencies in the context of online platform use (Aderson, 2023; Connolly, 2011). Apart from supporting compliance with school rules and academic goals, such standards should further involve issues of privacy, cyberbullying, and appropriate usage of digital media. This is justified by the need that school officials are given a comprehensive online guide and manual on social network use within school environments (Sutton, 2020). According to the feedback from the recipients, it appears that, in addition to being encouraged to apply it for purposes of learning in class, all the school leaders are educated and trained on the use of social media. Most of the teachers also suggested conducting training workshops for teachers and students regarding effective usage of social media in their teaching and learning process, as well as for improving their management practices. For career development, the leadership need to arrange symposia and training camps on social networking etiquette, internet citizenship, and managing one's online presence. These online and internet-based classes in communication and morality on the internet are still possible to be included in school-based continuous education plans. It can encourage teachers to navigate issues or provide an example of correct usage for the students. It could also give students the skills and confidence they need to utilize online networks as a study and participation site. According to Aderson et al. (2023), the findings suggest that education in media literacy is necessary in ensuring schools and leadership, as well as that educational leadership ought to be examining social media messaging and content. This aim could thus be achieved through giving institutional leadership appropriate guidance on how to use social media in education and educating them on how to recognize disinformation on the internet before letting them incorporate social media sites into the educational environment. Research has also established that, to assist career development among school leadership, social networking needs to be covered thoroughly during introductory as well as in-service training. Social networking connection via the internet also needs to be integrated into multimedia training modules designed for school managers (Aderson et al., 2023). From the participants' feedback, there is a need for communication to abide by social network standards in addressing online harassment, empathy, and potential unwanted consequences. School leadership should formulate communication rules on social sites based on the issues that were deliberated. The rules will state that social websites would only be used for interaction and education purposes. The survey further understood that all records and information which are emailed and put up on social media must be approved, vetted, and stamped with an authentic school seal carrying the details of the school. The resources also need to be availed in PDF form to prevent others from creating confusion by altering them. Finally, all study material that is learned by students through social media should be thoroughly filtered. According to the participants' feedback, what is apparently needed is that the school administration ought to monitor and guide the conversation about the school on social media. The above information would help you respond quickly to insulting comments or false information. Spreading successes and success stories to portray a good reputation of an organization is also important. In addition to dealing with regulatory issues that are worrisome, continuous monitoring and surveillance are required. Since technological breakthroughs now serve a purpose for good, school administrations must address any challenges that could arise when implementing them where necessary. Moreover, according to the views of the respondents, schools must create legitimate social network accounts under the management of a communication department or other professional personnel (Sutton, 2020). In that event, school leaders must make it a priority to integrate social media websites as learning and collaborative tools outside the classroom, and all teachers should emphasize collaborative learning. Through discussion, group projects, and exchange of information in a relaxed virtual environment, this strategy would encourage participation. Further, they emphasized the importance of enabling teachers to form closed groups or class sites to discuss, study, and share teaching material. Additionally, sensitization programs for individuals concerning online harassment, integrity in online communications, and mental health must be launched. School leaders can only create their own individual learning networks on social media based on the needs and interests of their schools, according to research. Anywhere internet is available, free learning resources can be accessed daily throughout the week. Any online platform that is accessible can also be combined with such (Williamson & Johnson, 2023). The responses that the respondents provided indicate that social networking sites can be of ongoing benefit only if the education system has the well-being of teachers and students who are struggling to utilize them and a safety net to address issues like dishonesty or cyberbullying. Schools would seem to need to employ counsellors or an officer of internet safety who would be able to address and monitor issues related to online communication. All the respondents agreed that schools should utilize only known and recognized social media websites and sites, and school authorities should screen material prior to its posting on social media websites. The respondents also strongly declared that such sites must come under strict control to be utilized for their intended purposes. The above-stated facts are also proven by studies because schools are required to have a social networking website to create a diversity of information from different sources in the school. To improve the level of proficiency of its juniors, school administrations need to monitor social media pages, day and night and must have clearly demarcated policies related to photography, videography, language, format, timing, and content (Sutton, 2020). Reactions from participants indicate that to exchange ideas, resources, and leadership concepts, school leaders must collaborate with other professionals on social network sites. Second, in addition to social network sites, kids are motivated to participate in internet conferences or meetings about school leadership. This fact was also supported by research, for example, Wades (2023), which reached the conclusion that officials need to be in constant contact with their counterparts on social networking sites around the globe in the education world. Through these networks, leaders can share ideas and strategies, and they can learn from the successes and failures of comparable experiences. Conclusion In summary, this essay considers school leadership issues in utilizing media sites in chosen high schools in the Khomas Region. It explored issues that school leaders face when they utilize media sites in high schools. It also reflected on how school leaders strike a balance between the advantages of media sites and the issues that it raises. Finally, the essay offers the support that school leaders need to effectively utilize media sites in high schools. Although the utilization of social media websites has numerous advantages to both school leaders and students, it also possesses a few disadvantages that need to be effectively managed in order not to have adverse effects on academic achievement and leadership performance. Utilization of social networking websites enables school leaders to better communicate with parents, students, and staff, facilitating flows and improving accountability. It also strengthens school relationships by allowing schools to exchange their achievements, activities, and information, improving morale and creating a good school culture. Furthermore, social media platforms promote intellectual growth through linking teachers to vibrant networks from which they can share ideas, gain new administration techniques, and keep up to date with the latest education developments. All these benefits have some major drawbacks as well. Perhaps the most important thing is the possibility of distraction. The continuous notifications and endless information available on social media can cause kids to lose focus and become less able to commit themselves to their studies. Additionally, kids can experience information overload because of the vast number of materials placed online, thus making it challenging for them to sort out true and fake sites. Students also experience peer pressure and harassment on social networking sites, which influence their moods and reduce their appetite for learning. Perennial comparison with others on social media may cause anxiety, depression, and low self-esteem, which can all contribute to poor academic performance. There is also the issue of privacy threats, whereby the students may end up sharing confidential information without knowing its negative effects. Furthermore, there are inequalities in the availability of devices and stable internet connections among the students, which hinders them from accessing online resources. Poor time-management students may also spend much time on social media, resulting in improper study habits and less free time. To address such challenges, school leadership must adopt an assertive and equitable stance. This involves constructively incorporating social networking sites into the classroom setting by establishing clear utilisation goals and encouraging ethical conduct. Teaching digital literacy and critical thinking is essential to enable children to evaluate online material effectively and communicate securely. Encourage good social media behavior, such as digital downtime and organized use, to help students keep their time management and mental health on track. Applying tested boundaries and expectations, such as acceptable use agreements and oversight systems, can help to create a secure online working environment. It is also crucial to sustain students' mental health through peer support, counseling, and open forums about societal pressure. Schools should attempt to close the digital divide to foster equity by giving students access to devices and online assistance where it is required. Social media use is controlled both at home and in school when parents are involved through workshops and communication campaigns. Lastly, to ensure a healthy, positive learning environment, the management of schools must constantly assess the effects of social media usage on learning and implement appropriate regulations. Briefly when properly harnessed, social media sites can be a powerful educational tool. To ensure that it adds to academic achievement as well as successful instructional leadership rather than detracting from it, school leaders must maximize the opportunity it offers and minimize the threats it embodies.

==3 Bibliography Noted

==4 Acknowledgments We acknowledge that this article titled “School Leadership Challenges in Using Media Sites in selected High schools in the Khomas Region” is taken from Ms. Mirjam K. Antonio PhD Dissertation supervised by Dr Nkengbeza David and Dr Isaacs Albert.

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