The role of school managers in improving academic performance at the MSCE level: a case study of selected secondary schools in Nkhata-Bay district

Abstract

This study aimed to investigate the role of school managers in improving academic performance at the MSCE level of selected secondary schools in Nkhata-Bay district. The study was conducted with three objectives: to identify strategies that school managers use to improve academic performance; to explore school managers efforts and characteristics that contribute towards improving academic performance; and to examine challenges that school managers’ face when improving academic performance. The researcher used a qualitative approach to gain deeper insights into the phenomenon. Purposive and convenience sampling techniques were utilised to draw 24 participants. Qualitative data was collected using semi-structured interviews, focus group discussions and document analysis. Data was analysed using thematic analysis a method that involves identifying, analysing and reporting themes within the data (Braun & Clarke, 2006). The Instructional Leadership Theory by Hallinger and Murphy guided the study. The findings of this study reveal both predetermined and emerging themes. The predetermined themes were directly derived from the theoretical framework of Instructional Leadership Theory. Some of the emerging strategies used by school managers were: implementing the school vision and mission, lesson observations, instituting alternative study programmes and instruction, provision of teaching and learning materials, proper planning of activities and assessment strategies. The study further explored school managers’ efforts and characteristics that contribute towards performance improvement which among some were: setting benchmarks and goals for improvement, collaborative and inclusive leadership, willingness to embrace change and innovation, leading by example and building and maintaining relationships. Nonetheless, school managers faced challenges such as resource constraints, stakeholders' resistance and external factors. These challenges were overcome through resource management, community partnerships, student support systems, open communication and provision of health services. This study recommends the following: for continuous academic improvement, school managers must identify causes of poor performance and find ways to address them; school managers must continuously find means of motivating teachers and students and advocate for activities that enhance improvement and school leaders should undergo leadership and management training before attaining the role for effective implementation of the responsibility.