Exploring digital leadership adaptations in secondary schools: a case study of Bwaila cluster, Lilongwe urban

Abstract

The integration of digital leadership in education is increasingly recognized as a key driver of technology adoption and instructional transformation. This study explores how digital leadership practices are implemented in secondary schools within the Bwaila Cluster, Lilongwe, Malawi, focusing on leadership strategies, challenges, and the effectiveness of digital adoption. Despite efforts through national initiatives like the Digital Malawi Project and MGDS III, progress in digital transformation remains slow, primarily due to limited resources, inadequate ICT infrastructure, and disparities in access between schools. The study’s main objective was to assess how school leadership facilitates the adoption of digital technologies to enhance teaching and learning outcomes. Grounded in Transformational Leadership Theory and Diffusion of Innovation Theory, the study analyzes how school leaders influence digital integration and navigate barriers to technology adoption. A mixed-methods research design was employed, incorporating quantitative surveys and qualitative interviews with school administrators, teachers, and students. Statistical methods were used to identify numerical trends, while thematic analysis provided deeper insights into perceptions of digital leadership. Findings indicate that 73% of respondents faced challenges in digital learning, citing limited access to devices, poor internet connectivity, and inadequate training. Financial constraints (45%) and insufficient professional development (41%) were identified as major barriers. However, 82% of participants reported positive experiences with digital learning, emphasizing its potential to improve student engagement and academic performance. Transformational leadership was found to be moderately or extensively applied by 56% of respondents, reflecting growing but inconsistent digital leadership practices. Additionally, 50% of participants agreed that digital leadership had a direct impact on student learning outcomes. The study concludes that while digital leadership is crucial for enhancing education, effective implementation requires greater investment in ICT infrastructure, increased funding, and sustained teacher training programs. Addressing these challenges can accelerate digital transformation in Malawi’s secondary schools, ensuring greater accessibility, improved learning experiences, and more equitable education opportunities for students.