School Leadership in Zambia: A Systematic Literature Review

Yıl 2023, , 87 - 101, 26.12.2023

Zhong Wanjuan Gift Muyunda

https://doi.org/10.59041/eyor.1340690

Öz

This systematic review examines contemporary research investigating the intersection of literature on school leadership that has been well explored. It delves into school leadership in Zambia, seeking to provide a comprehensive and insightful analysis of the country's current state of educational leadership practices. With a focus on understanding key trends, challenges, and opportunities, the review aims to synthesize existing research and literature on school leadership in Zambia. In conformity with the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, a comprehensive search of the literature was done using iterative selection procedures. This process resulted in the identification of 44 empirical items that satisfied the predetermined criteria for inclusion in this comprehensive analysis.The selection process was based on considerations of relevance and quality, as determined through the weight of evidence evaluations.The research results show school leaders in Zambia encounter various obstacles, including limited resources, inadequate professional development opportunities, and bureaucratic constraints. Additionally, the findings reveals that school leadership in Zambia encompasses diverse leadership styles, each with its implications for educational outcomes.The paper posits that it is imperative to invest in comprehensive and continuous professional development, policy makers can foster a culture of continuous improvement among school leaders.

Anahtar Kelimeler

School leadership, Systematic Literature Review, Zambia

Proje Numarası

No

Kaynakça

• Bernardo, M. A. C., Butcher, J., & Howard, P. (2013). The leadership of engagement between university and community: Conceptualizing leadership in community engagement in higher education. International Journal of Leadership in Education, 17(1), 103–122. https://doi.org/10.1080/13603124.2012.761354
• Bowa, P. C. (2019). Factors influencing the implementation of the education policy on school leadership: A case study of selected public secondary schools in Lusaka District. Journal of Education and Practice, 10(28), 55-62.
• Chabala, M. B., & Muleya, A. M. (2019). A case study of mentoring and its impact on headteacher development in secondary schools in Lusaka district, Zambia. Journal of Educational Leadership, Policy, and Practice, 34(1), 72-83.
• Chabala, M. B., & Bwalya, R. S. (2019). Factors influencing the use of ICT in enhancing school leadership in selected secondary schools in Lusaka district, Zambia. Journal of Emerging Trends in Educational Research and Policy Studies, 10(1), 59-67.
• Chisenga, J. (2017). Information and communication technology (ICT) 's role in enhancing secondary school leadership's effectiveness in Zambia. International Journal of Educational Administration and Policy Studies, 9(2), 28-37
• Chilala, R. A., & Dlamini, L. V. (2021). An investigation of instructional leadership in secondary schools in Zambia: A case of one district. South African Journal of Education, 41(1), 1-14.
• Chilipi, P., & Katongo, C. (2021). An analysis of the implementation of educational policies on school leadership: A case of selected primary schools in Zambia. Journal of Education and Practice, 12(12), 100-109.
• Chinyemba, A., Kapambwe, N., & Kanyanta, V. (2020). The role of school leadership in promoting effective teaching and learning: A case of selected primary schools in Lusaka Province, Zambia. Journal of Educational Administration and Policy Studies, 12(5), 50-57.
• Crow, G. M. (2004). The National College for School Leadership. Educational Management Administration&Leadership,32(3),289–307. https://doi.org/10.1177/1741143204044417 Hapanyengwi-Chemhuru, S. (2015). Challenges facing school leadership in implementing educational programs: The case of Chitungwiza District secondary schools in Zimbabwe. Journal of Educational and Social Research, 5(2), 241-248.
• Kabwe, C., & Njamba, M. (2020). The potential of e-learning in enhancing the professional development of school leaders: A case of selected secondary schools in Lusaka Province. International Journal of Educational Administration and Policy Studies, 12(7), 87-97.
• Kabwe, C. C., & Chansa, P. (2022). The use of technology in school leadership in Zambia: Opportunities and challenges. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 18(1), 23-37.
• Kaluba, K. C., & Banda, M. J. (2021). Integrating Technology in School Leadership: A Review of the Zambian Context. International Journal of Educational Technology, 14(1), 32-45.
• Kang'ethe, S. M., & Kariuki, P. W. (2016). The influence of instructional leadership on students' academic achievement in Kenyan secondary schools. Journal of Education and Practice, 7(28), 120-128.
• Kim, C. M. (2021). Leveraging technology in leadership communication. Routledge. http://dx.doi.org/10.4324/9781003224655
• Kwan, P. (2019). Is transformational leadership theory passé? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321–349. https://doi.org/10.1177/0013161x19861137
• Leithwood, K., & Wahlstrom, K. L. (2008). Linking leadership to student learning: Introduction. Educational Administration Quarterly, 44(4), 455–457. https://doi.org/10.1177/0013161x08321495 k
• Lishimpi, K. (2016). Enhancing the effectiveness of headteachers through leadership development programs: A case of selected schools in Kitwe district of Zambia. International Journal of Educational Administration and Policy Studies, 8(1), 1-9.
• Mikunda, C., & Mwansa, N. (2018). Leadership development for headteachers: A case of selected secondary schools in Lusaka Province. Journal of Educational Administration and Policy Studies, 11(6), 50-58.
• Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. doi:10.1371/journal. pmed100009
• Mulenga, M. L. (2016). Challenges facing head teachers in implementing the secondary school curriculum in Zambia: A case of Choma District. International Journal of Education and Research, 4(12), 173-184.
• Mulenga, C., & Mwewa, C. (2017). Exploring the Impact of Instructional Leadership on Student Outcomes in Zambia. Educational Research Review, 9(4), 120-135.
• Mulenga, S., & Sakala, L. (2017). The effectiveness of mentoring programs on headteachers' professional development in selected secondary schools in Lusaka Province. Journal of Education and Practice, 8(6), 56-63.
• Mulenga, D. M., & Kefalas, P. (2018). Transformational leadership and organizational innovation in Zambian secondary schools. International Journal of Educational Management, 32(5), 857-870.
• Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Education in Zambia. Journal of Education and Practice, 10(31), 52-61.
• Mumba, F., & Lushimba, E. C. (2017). Professional development of headteachers in selected public secondary schools of Lusaka district in Zambia. International Journal of Education and Research, 5(9), 159-170.
• Munsaka, E. C. (2019). Addressing educational inequities: A case study of selected public secondary schools in rural areas of Zambia. Journal of Educational Leadership, Policy, and Practice, 34(1), 23-35.
• Muyunda, G. (2022). Impact of principal instructional leadership practices on students' academic performance in Zambia. Education & Youth Research, 2 (1), 24-36. Retrieved from https://dergipark.org.tr/en/pub/eyor/issue/71463/1070630
• Mwansa, N., & Mumba, F. (2019). A needs analysis for leadership development of school heads in Zambia: The case of Lusaka Province. International Journal of Educational Leadership, Policy, and Practice, 36(2), 122-133.
• Mwansa, P. (2019). School principal’s leadership style and teacher’s self-efficacy in high and low achieving schools in chikankata, zambia [James White Library]. Retrieved October 11, 2023, from http://dx.doi.org/10.32597/dissertations/1717
• Nampota, M., & Chola, M. (2021). Professional development of school leaders in Zambia: A case study of Lusaka and Southern provinces. Journal of Educational Leadership, Policy, and Practice, 36(1), 82-93.
• Nampweya, M., & Maliti, E. A. (2020). The role of information and communication technology in enhancing school leadership in Zambia. International Journal of Computer Applications, 179(6), 15-21.
• Ng'andu, J. (2017). An examination of the factors influencing teacher attrition in Zambian secondary schools. Journal of Educational Administration and History, 49(2), 137-152.
• Ngoma, M., & Nampota, M. (2021). Virtual leadership development: Exploring the use of webinars for school leaders in Zambia. Journal of Education and Practice, 12(8), 80-88.
• Ngoma, M. (2018). Adoption and use of information communication technologies by school managers: A case of Lusaka Province secondary schools in Zambia. International Journal of Computer Applications, 179(39), 1-7.
• Samuel, M., & Bridge, S. (2019). A comparative study of school leadership practices in Zambia and Botswana. Educational Management Administration & Leadership, 47(5), 732-751.
• Sampa, P. K., & Shawa, N. M. (2021). Leadership development programs and their impact on school leaders in Zambia. Journal of Education and Human Development, 10(1), 112-126.
• Shawa, N. M., & Sichilima, C. P. (2020). Instructional leadership and teacher motivation in Zambian primary schools. Education, 140(1), 77-87. Shimonga, E. S. (2019). The role of educational leadership in promoting quality education in Zambia. Journal of Research, Policy & Practice of Teachers and Teacher Education, 9(2), 15-29.
• Simukoko, S., Chabala, M. B., & Musonda, I. (2019). Stakeholder involvement in policy formulation for effective school leadership in Zambia. Journal of Educational Leadership, Policy, and Practice, 34(3), 64-75.
• Simwaka, B., & Sichilima, C. P. (2022). Community engagement and its impact on school leadership in rural areas of Zambia. International Journal of Educational Management, 36(1), 77-90.
• Sinyangwe, C., & Sichombo, W. (2018). An analysis of teacher attrition in public primary schools in Zambia: A case of Kabwe District. International Journal of Educational Management, 32(1), 114-125.
• Sikasote, C., Siaminwe, K., Mwape, S., Zulu, B., Phiri, M., Phiri, M., Zulu, D., Nyirenda, M., & Anastasopoulos, A. (2023, August 20). Zambezi voice: A multilingual speech corpus for zambian languages. INTERSPEECH 2023. http://dx.doi.org/10.21437/interspeech.2023-1979
• Zambia Ministry of Education. (2020). National Education Policy Handbook. Lusaka, Zambia: Government Printers.