Leadership practices play a pivotal role in school improvement across various educational contexts, including Malawi where effective leadership can significantly enhance student outcomes and institutional efficacy. The research employs a qualitative approach, utilising in-depth interviews with school leaders, observations at selected schools, and document reviews. Data analysis involves thematic coding and cross-case synthesis to identify common themes and patterns related to leadership practices and their effects on educational improvement. Analysis of the collected data revealed that effective leadership was characterized by a strong focus on community engagement, fostering an inclusive school culture, and continuous professional development for teachers, which collectively contributed to improved academic performance and student well-being across the sampled schools. The findings suggest that while traditional top-down approaches may not be universally applicable in Malawian contexts, alternative leadership strategies emphasising collaboration and empowerment can lead to meaningful improvements in educational outcomes. School administrators and policymakers should consider adopting more inclusive and collaborative leadership models, alongside ongoing professional development initiatives for educators, as key drivers of effective school improvement in Malawi. Leadership practices, School improvement, Educational outcomes, Qualitative study, Malawi
Kamanga et al. (Fri,) studied this question.