Leading and managing schools across the globe requires accountability for the utilisation of resources entrusted to schools for improving the quality of teaching and learning in schools. Little, however, is known about the school managers' effectiveness in accounting for the schools quality teaching and learning. This paper explored school managers' accountability in leading and managing schools for quality teaching and learning in South Africa. The research question posed is: How effective are school leaders and managers in addressing the tension between management and leadership practices in ensuring quality teaching and learning? Despite most school leaders and managers believing that they do their best to improve the effectiveness of teaching and learning in schools, available literatures on the same, contradict these perceptions. The study therefore concludes that, school leadership and management is not an effective accountability mechanism for ensuring quality teaching and learning in schools in South Africa and recommends a policy shift on school leadership from a control approach to an innovative and collaborative approach. [For the complete Volume 19 proceedings, see ED613922.]