Examining the relationship between school leadership and students' academic performance in Community Day Secondary Schools

Abstract

This study explores the leadership styles employed by head teachers in Community Day Secondary Schools (CDSSs) within the Shire Highlands Education Division (SHED) in Malawi The study explored the following objectives: Investigate the types of leadership styles used by head teachers in community day secondary schools in SHED; Examine how students, teachers, and Teachers perceive the leadership styles used by head teachers in CDSSs and Assess how the quality of school leadership affects the performance of the students in schools in SHED. A mixed-methods approach was employed, combining qualitative and quantitative data collection techniques. Data was gathered through surveys, interviews, and document analysis. Statistical analysis and thematic analysis were used to analyze the data. The findings reveal that head teachers in CDSSs in SHED employ various leadership styles, including democratic, autocratic, and transformational styles. Students, teachers, and Teachers perceive democratic leadership positively, highlighting its impact on fostering collaboration and enhancing academic outcomes. The study also establishes a significant correlation between the quality of school leadership and student performance, emphasizing the importance of effective leadership in educational institutions. Based on the study's findings, it is recommended that CDSSs in SHED prioritize the adoption of democratic leadership styles to promote a positive school environment and improve student performance. Training programs for head teachers and ongoing feedback mechanisms should be implemented to enhance leadership effectiveness. Additionally, further research is suggested to explore the specific strategies employed by successful school leaders in SHED to enhance student outcomes.