Examining instructional leadership practices and perceptions in selected secondary schools in Lusaka district, Zambia.
Date
2025
Authors
Njovu, Howard
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The focus of the study was to Examine Instructional Leadership Practices and Perceptions in Selected Secondary Schools in Lusaka District, Zambia. The total sample of this study was fifty six (56) that’s 30 head teachers, 26 Teachers from the schools that were identified as research fields. The sample size of 56 was used because it had nearly a good representation of the key population and desired level of statistical power or accuracy supported it. Interviews and focus group discussion were used because their help to explain, better understand, and investigate research subjects' perspectives, behaviour, experiences, and phenomena. The interview questions were open-ended, allowing for the collection of detailed information. This study examines the critical role of head teachers in enhancing teacher effectiveness and overall school success. The findings indicate a need for a better balance between head teachers' instructional and administrative responsibilities. Schools should support delegating administrative tasks to optimize their impact, allowing head teachers to focus more on instructional leadership. The research also highlights the importance of expanding professional development opportunities and implementing recognition and reward systems to enhance teacher motivation and performance. Although head teachers are generally perceived positively in areas like motivation, feedback, communication, and commitment to student progress, the study reveals that consistency in these areas needs improvement. Prioritizing clear communication of the school’s vision, providing balanced feedback, and actively recognizing student achievement will help maintain high teaching
standards. The study concludes that head teachers are essential in fostering a positive school climate and improving teacher performance, with opportunities for growth in professional development and teacher recognition. Closing these gaps will help head teachers carry out their roles as instructional leaders and school managers more effectively, leading to better outcomes for teachers and pupils.
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Description
Thesis of Master of Educational Administration and Management