Evaluation of performance management and leadership systems employed by catholic secondary schools for improving academic performance at Malawi School Certificate of Education level

Abstract

This study explores the performance management and leadership systems employed by Catholic secondary schools in Malawi, focusing on their role in improving academic performance at the Malawi School Certificate of Education (MSCE) level. The problem addressed in this study is the need to understand how performance management and leadership practices in Catholic secondary schools contribute to superior academic outcomes, particularly in comparison to government and private schools in Malawi. The study is grounded in House’s Path-Goal Leadership Theory (1971), which suggests that effective leadership is characterized by clear goal-setting and communication across all levels of an organization. It aims to assess the effectiveness of these systems in fostering improved academic performance, student engagement, and school-wide success. The study adopted an interpretive paradigm and a qualitative approach, employing purposive sampling to select 50 participants from four Catholic secondary schools. Data were collected through interviews and observations and analysed thematically. The findings indicate that the performance management systems in Catholic secondary schools provide a structured and comprehensive approach to academic assessment, feedback, and goal-setting. These systems help students identify their strengths and areas for improvement, thereby enhancing the overall learning experience. Leadership practices, in turn, play a critical role in creating a supportive, values-driven educational environment that nurtures both academic achievement and personal development. The study concludes that the performance management and leadership systems in Catholic secondary schools are integral to the schools' success in improving academic performance and maintaining a positive, ethical school culture. To enhance academic outcomes, schools in Malawi should adopt leadership styles that prioritize clear communication, shared goals, and regular assessments, as demonstrated in Catholic secondary schools. This can be achieved by integrating these principles into national education policies, providing leadership training for school administrators, and fostering stakeholder collaboration. Additionally, standardized performance management frameworks and resource allocation for leadership development should be prioritized, alongside incentives and recognition programs to encourage effective leadership practices nationwide. Keywords: Performance Management, Leadership Systems, Catholic Secondary Schools, Academic Performance, Malawi School Certificate of Education (MSCE), Teacher Effectiveness, Monitoring and Evaluation