<![CDATA[The purpose of the article was to examine principals’ observations on learner progressions in South African secondary schools. In attempting to understand this learning phenomenon, this article endeavors to understand principals’ observations on learner progressions in secondary schools. The research that underpinned this article adopted a qualitative approach, thereby employing semi-structured interviews as a means of data collection with secondary school principals in the rural areas of Limpopo and the North-West Provinces. The research undertaken adopted an interpretive paradigm in analysing the collected data. A proficient transcriber transcribed the audio-recorded interviews verbatim, and the researcher was provided with notes for interpreting the data. In relation to progressed learners, the interviewed secondary schools’ principals regard learner progression as a challenge to schools because it affects the school results throughout the year. Even though some progressed learners seem to be eager to work hard and improve their results, most of them have already lost hope in the pursuit of their academic career. School principals’ efforts to adjust to this policy do not yield positive results, and most of them wish that this progression policy should either be revised or be done away with. Principals have realized that some teachers are also demoralized by this fruitless departmental intervention, and their teaching progress is delayed by the progressed learners. Principals felt that they are trapped into this ever-challenging situation in such a way that they wish they could have been in a position of doing away with the progression policy.]]>
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