School Leadership for Educational Improvement

An Empirical Study in the Malawian Context

Abstract

This empirical study investigates the critical role of school leadership in driving educational improvement within the Malawian context, a setting characterized by resource constraints and a pursuit of quality education. The research problem stems from the need to identify context-specific leadership practices that effectively foster school improvement, moving beyond imported models. Utilizing a sequential explanatory mixed-methods design, the study collected quantitative data through surveys from 50 public primary school teachers and heads, followed by qualitative semi-structured interviews with 10 school leaders to provide deeper insight. Key findings reveal that effective Malawian school leaders are not merely administrators but are pivotal as instructional guides, resource mobilizers, and community integrators. Their impact on school improvement is most pronounced through their ability to foster a collaborative professional culture, strategically manage scarce resources, and actively engage parents and local communities in the educational process. The study concludes that successful leadership in this African context is highly adaptive and relational. The significance of this research lies in its contribution to decolonizing educational leadership discourse by providing an empirically-grounded African perspective. It offers practical implications for Malawi and similar contexts, advocating for localized leadership development programs that equip leaders with the context-sensitive skills necessary for sustainable school improvement.