This study examines the role of school leadership in educational improvement within Malawi's education sector. A qualitative study was conducted through semi-structured interviews with Malawian educators and administrative officials. Data were analysed thematically for insights into leadership strategies and their effectiveness. Interviews revealed a significant proportion (70%) of school leaders believed in the transformative power of effective leadership, particularly in fostering positive classroom environments and teacher morale. The qualitative findings suggest that supportive and visionary leadership can lead to substantial improvements in educational quality. School boards should prioritise training programmes for new leaders to enhance their skills and confidence. Additionally, mentorship initiatives are recommended to support ongoing professional development.
Nyagwale et al. (Fri,) studied this question.