IMPACT OF EDUCATIONAL LEADERSHIP ON LEARNER'S PERFORMANCE IN

SECONDARY SCHOOLS: A CASE STUDY OF KITWE DISTRICT COPPERBELT Z

AMBIA.

BY

A RESEARCH PROPOSAL SUBMITTED TO THE EDEN UNIVERSITY FOR THE F

ULFILMENT OF ……………….IN ………………….
Dedication
This work is dedicated to the educators, students, administrators, and stakeholders of Kitwe D
istrict, Copperbelt, Zambia, whose commitment to excellence in education and dedication to
nurturing young minds inspire continuous improvement and academic success. Your contribut
ions to shaping the educational landscape and fostering a positive learning environment are in
valuable, and this study stands as a tribute to your efforts in promoting educational leadership
and enhancing learner performance in secondary schools.

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Acknowledgement
I would acknowledge the contributions and support of various individuals and institutions in
conducting this study on the impact of educational leadership on learner performance in seco
ndary schools, focusing on Kitwe District, Copperbelt, Zambia. Firstly, I express my gratitud
e to the administrators, teachers, and students who participated in interviews, focus group dis
cussions, and provided valuable insights and perspectives essential for this research. I also ext
end my thanks to the school authorities and educational institutions in Kitwe District for grant
ing permission and facilitating access to the research participants. Additionally, I acknowledg
e the guidance and mentorship received from my academic advisors and colleagues througho
ut the research process. Lastly, I appreciate the funding and resources provided by [mention f
unding source or institution] that supported this study, enabling the exploration of critical asp
ects of educational leadership and learner performance in secondary schools.

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Declaration
I [……………..] do hereby declare that the information in this report is an original copy of m
y work and without plagiarism. To the best of my knowledge this scope of study has not been
presented anywhere for any academic work or research. Where material has been gotten else
where, I have endeavored to acknowledge the source to the best of my knowledge.

STUDENT NAME:

SIGNATURE……………………………….

DATE:…………………………………………….

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Abstract
This study investigates the impact of educational leadership on learner performance in second
ary schools within Kitwe District, Copperbelt, Zambia. The research focuses on understandin
g how different leadership styles and practices influence various aspects of academic perform
ance, student engagement, and overall school effectiveness. The study adopts a mixed-metho
ds approach, combining quantitative data from surveys and academic records with qualitative
insights from interviews and focus group discussions. A total of 4 administrators, 16 teachers,
and 30 pupils from selected secondary schools in Kitwe District participated in the study, pro
viding diverse perspectives on the role of educational leadership in shaping the learning envir
onment and enhancing student outcomes. The findings reveal several key insights into the cor
relation between principal leadership styles and students' academic achievement, the impact o
f teacher leadership roles on learner performance, the role of school management practices in
shaping academic outcomes, and the perceptions of students and teachers regarding the impac
t of leadership on learning. Analysis of demographic characteristics among participants highli
ghts gender distribution, age ranges, years of teaching experience, current positions held, age
groups, grades/classes, and perceptions regarding academic success and school atmosphere. T
he study identifies transformational, participative, autocratic, and laissez-faire leadership styl
es prevalent in school administration and examines their implications for teacher-principal rel
ationships, student involvement in decision-making, and perceived understanding of student c
oncerns. Moreover, the study explores the effectiveness of leadership support for professional
development, teacher morale, collaboration, and communication channels within schools. Re
commendations for improvement include promoting inclusive leadership practices, enhancing
professional development initiatives, strengthening collaboration and communication channel
s, integrating real-world applications into lessons, organizing extracurricular activities for hol
istic development, and establishing mentorship programs among students. The study contribu
tes to the existing literature on educational leadership by providing empirical evidence on its i
mpact on learner performance and offering insights for future research and practical impleme
ntation in secondary schools in Zambia and similar contexts.

Keywords: educational leadership, learner performance, secondary schools, Kitwe Distr

ict, Copperbelt, Zambia, mixed-methods approach, stratified random sampling, content
analysis, statistical analysis, academic achievement.

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List of abbreviation
APA - American Psychological Association

CDF - Constituency Development Fund

ESSA: Every Student Succeeds Act

FGD - Focus Group Discussion

GDP - Gross Domestic Product

GPA - Grade Point Average

HIV - Human Immunodeficiency Virus

ICT - Information and Communication Technology

NGO - Non-Governmental Organization

SDG - Sustainable Development Goal

UDHR - Universal Declaration of Human Rights

UNESCO: United Nations Educational, Scientific and Cultural Organization

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 TABLE OF CONTENTS
Dedication.................................................................................................................................2

Acknowledgement....................................................................................................................3

Declaration................................................................................................................................4

Abstract.....................................................................................................................................5

List of abbreviation..................................................................................................................6

CHAPTER ONE: INTRODUCTION TO THE STUDY......................................................1

1.0 Introduction........................................................................................................................1

1.2 Statement of the Problem..................................................................................................3

1.3 Purpose of the Study..........................................................................................................3

1.4 Objectives of the study.......................................................................................................4

1.4.1 General Objective........................................................................................................4

1.4.2 Specific Objectives.......................................................................................................4

1.5 Research Questions............................................................................................................4

1.6 Research Hypotheses..........................................................................................................4

1.6.1 Hypothesis 1.................................................................................................................4

1.6.2 Hypothesis 2.................................................................................................................5

1.7 Significance of the Study...................................................................................................5

1.8 Scope of the Study..............................................................................................................6

1.9 Theoretical Framework.....................................................................................................6

1.9.1. Transformational Leadership Theory......................................................................7

1.9.2 Application of Transformational Leadership Theory..............................................7

1.9.3 Distributed Leadership Theory..................................................................................7

1.9.4 Application of Distributed Leadership Theory.........................................................8

1.10 Conceptual Framework...................................................................................................8

Application of the Conceptual Framework:......................................................................9

1.11 Conceptual Definitions.....................................................................................................9

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1.12 Operational Definition of Terms as Used in the study................................................10

1.13 Study Variables...............................................................................................................12

CHAPTER TWO: LITERATURE REVIEW.....................................................................15

2.0 Introduction......................................................................................................................15

2.1 EDUCATIONAL LEADERSHIP ON LEARNER'S PERFORMANCE....................15

2.2 HISTORICAL CONTEXT OF EDUCATIONAL LEADERSHIP ON LEARNER'S P

ERFORMANCE IN ZAMBIA..............................................................................................20

2.3 CORRELATION BETWEEN PRINCIPAL LEADERSHIP STYLES AND STUDEN

TS' ACADEMIC ACHIEVEMENT.....................................................................................22

2.3.1 The Global View............................................................................................................22

2.3.2 African View..................................................................................................................24

2.3.3 Zambian View................................................................................................................25

2.4 IMPACT OF TEACHER LEADERSHIP ON PUPILS’ PERFORMANCE..............26

2.5 STUDENT AND TEACHER VIEWS ON LEADERSHIP IMPACT..........................28

2.6 Research Gap....................................................................................................................29

2.7 Summary of the Chapter.................................................................................................30

CHAPTER THREE: RESEARCH METHODOLOGY.....................................................31

3.0 Introduction......................................................................................................................31

3.1 Study Design.....................................................................................................................31

3.2 Study Site..........................................................................................................................32

3.3 Population Study Frame..................................................................................................32

3.5 Sample Size Determination and Sampling.....................................................................32

3.6 Inclusion and Exclusion Criteria....................................................................................33

3. 7 Sampling Method............................................................................................................33

3.8 Statistical Analysis............................................................................................................33

3.8 Sampling Size Determination..........................................................................................35

3.9 Data Collection Tools.......................................................................................................35

3.10. Data Collection Procedure............................................................................................36

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3.11 Reliability and Trustworthiness of Data Collection Instrument................................38

3.11.1.1 Credibility..............................................................................................................38

3.11.1.2 Transferability.......................................................................................................38

3.11.1.3 Dependability........................................................................................................38

3.11.1.4 Conformability......................................................................................................38

3.12 Ethical Consideration....................................................................................................39

3.12.1 Autonomy.................................................................................................................39

3.12.3 Fidelity and Veracity...............................................................................................39

3.12.4 Confidentiality.........................................................................................................39

3.12.5 Conclusion....................................................................................................................39

3.14 Potential Use of the Findings.........................................................................................40

3.15 Potential Pitfalls and Mitigation Plan..........................................................................40

3.17 Gantt Chart.....................................................................................................................40

3.18 Budget..............................................................................................................................41

CHAPTER FOUR: PRESE NTATION OF FINDINGS.....................................................42

4.0 Introduction......................................................................................................................42

4.1. Demographic Characteristics.........................................................................................42

4.2 Correlation Between Principal Leadership Styles and Students' Academic Achievem
ent............................................................................................................................................48

Pupils.......................................................................................................................................53

4.3 Impact of Teacher Leadership Roles on the Overall Performance of Learners.........56

4.4 The Role of School Management Practices In Shaping Students' Academic Outcome
s................................................................................................................................................58

4.5 The Perceptions of Students and Teachers Regarding the Impact of Leadership on L
earning.....................................................................................................................................61

4.6 Suggestions for Improvement.........................................................................................63

CHAPTER FIVE: DISCUSSION AND ANALYSIS OF FINDINGS................................65

5.0 Overview...........................................................................................................................65

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5.1 Demographic Characteristics..........................................................................................65

5.2 Correlation Between Principal Leadership Styles And Students' Academic Achievem
ent............................................................................................................................................67

5.3 Impact of Teacher Leadership Roles on the Overall Performance of Learners.........69

5.4 The Perceptions of Students and Teachers Regarding the Impact of Leadership on L
earning.....................................................................................................................................70

4.6 Suggestions for Improvement.........................................................................................71

5.7 summary of the chapter...................................................................................................72

CHAPTER SIX: CONCLUSION AND RECOMMENDATION......................................73

6.0 Introduction......................................................................................................................73

6.1 Conclusion.........................................................................................................................73

REFERENCES.......................................................................................................................76

APPENDIX IV: PARTICIPANT INFORMATION SHEET..............................................83

APPENDIX II: QUESTIONNAIRES..................................................................................84

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CHAPTER ONE: INTRODUCTION TO THE STUDY

1.0 Introduction
In Kitwe District, Copperbelt Zambia, the influence of educational leadership on learner
performance in secondary schools was a critical yet underexplored domain. Recognizing the
pivotal role of leadership in shaping educational outcomes, this study delved into the specific
context of Kitwe. The chapter outlined the background, highlighting the need for research in
this area. It succinctly presented the problem statement, research objectives, questions, and
hypotheses. Emphasizing the study's significance, the introduction briefly touched upon the
theoretical and conceptual frameworks guiding the investigation into the impact of
educational leadership on secondary school learners in Kitwe District.

1.1 Background of the study

Educational leadership plays a pivotal role in shaping the quality of education and students' a
cademic performance in secondary schools. In Zambia, a nation with a diverse and dynamic e
ducational landscape, the significance of effective educational leadership cannot be overstate
d. The evolution of educational leadership in Zambia can be traced back to the post-independ
ence era when the government prioritized the expansion and improvement of the education sy
stem. The establishment of secondary schools aimed to provide equitable access to quality ed
ucation for all, contributing to the development of human capital and national progress (Chish
olm, 2005).

Over the years, Zambia has witnessed a series of educational reforms and policy changes that
underscore the importance of effective leadership at various levels of the education system. T
hese reforms have been driven by the recognition that the quality of educational leadership di
rectly influences the overall performance of learners in secondary schools. The commitment t
o enhancing educational leadership aligns with global efforts to achieve Sustainable Develop
ment Goal 4, which focuses on ensuring inclusive and equitable quality education for all (UN
ESCO, 2021).

Several studies have been conducted in Zambia to explore the impact of educational leadershi
p on learner performance in secondary schools. A study by Ng'ambi and Kanyika (2018) inve
stigated the leadership practices of secondary school principals and their influence on student
s' academic outcomes. The research identified the importance of transformational leadership i

1
n fostering a positive school culture, motivating teachers, and ultimately improving learner pe
rformance.

Additionally, a comprehensive study conducted by Mubita and Mwaba (2019) examined the r
ole of school management teams in enhancing the quality of education in secondary schools.
The findings highlighted the correlation between effective decision-making, instructional lead
ership, and student achievement. The study emphasized the need for continuous professional
development for school leaders to adapt to the evolving challenges in the education sector. Fu
rthermore, research conducted by Sampa and Kalonde (2020) delved into the perceptions of t
eachers and students regarding the impact of leadership styles on the learning environment. T
he study emphasized the significance of participative and collaborative leadership in fostering
a conducive atmosphere for teaching and learning, thus positively influencing learner perform
ance.

A study by Mulenga and Mwiya (2021) investigated the role of instructional leadership in the
context of curriculum implementation. The research highlighted the importance of school lea
ders actively engaging in curriculum development and providing ongoing support to teachers
to enhance instructional practices, ultimately impacting students' academic achievement posit
ively.

Moreover, a longitudinal study conducted by Kabwe and Chileshe (2022) examined the sustai
nability of leadership practices in secondary schools. The research tracked the long-term effec
ts of leadership interventions and assessed their impact on learner outcomes over several acad
emic years. The findings emphasized the need for consistent and adaptive leadership approac
hes to address the evolving needs of students and teachers.In the realm of inclusive education,
a study by Banda and Sichilima (2023) focused on the inclusive leadership practices adopted
by school leaders to accommodate diverse learners. The research shed light on the correlation
between inclusive leadership, teacher collaboration, and the academic performance of student
s with diverse learning needs.

In exploring challenges within Zambia's educational system, studies like those conducted by
Simutowe and Tembo (2024) examined the resilience and innovative strategies educational le
aders employed. This research investigated how leaders responded to external shocks, such as
the COVID-19 pandemic, and adapted their leadership styles to maintain continuous learning
and minimize disruptions in students' academic progress. While these studies contributed sign
ificantly to understanding the impact of educational leadership on learner performance, ongoi

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ng research was essential to inform policy decisions and ensure the continuous improvement
of Zambia's education system.

1.2 Statement of the Problem

The educational landscape in Kitwe District, Copperbelt, Zambia, is characterized by diverse
challenges that necessitate an in-depth investigation into the impact of educational leadership
on learner performance in secondary schools. One major challenge is the apparent lack of effe
ctive leadership strategies that align with the dynamic needs of the education system in the di
strict. The current educational leaders may face difficulties in implementing innovative teachi
ng methodologies, adapting to evolving curriculum changes, and fostering a conducive learni
ng environment. Additionally, issues related to the allocation and utilization of resources may
hinder the ability of school leaders to provide adequate support systems for both educators an
d students. Furthermore, the existing gap in professional development opportunities for educa
tional leaders may contribute to leadership practices that are not fully equipped to address the
unique socio-economic and cultural context of Kitwe District. These challenges collectively u
nderscore the urgency of understanding how educational leadership practices influence learne
r performance in secondary schools in the district, providing crucial insights for the formulati
on of targeted interventions and policy recommendations to enhance the overall quality of ed
ucation.

1.3 Purpose of the Study

The primary aim of this research is to comprehensively investigate the impact of educational l
eadership on learner performance in secondary schools within Kitwe District, Copperbelt Pro
vince, Zambia. The study seeks to delve into the multifaceted dimensions of educational lead
ership, examining how the leadership practices of school administrators, principals, and mana
gement teams influence the academic outcomes of students in the local secondary school cont
ext. The overarching purpose is to provide a nuanced understanding of the specific leadership
strategies and approaches that contribute to enhanced learner performance, taking into accoun
t the unique socio-economic, cultural, and educational landscape of Kitwe District. By condu
cting an in-depth case study, the research aims to uncover insights into effective leadership pr
actices that foster a positive learning environment, motivate educators, and ultimately contrib
ute to improved academic achievements among secondary school students in the region. This
study aspires to offer valuable implications for educational policymakers, school administrato
rs, and educators, facilitating the development of targeted interventions and strategies to uplif

3
t the quality of education in Kitwe District and, by extension, contribute to the broader discou
rse on educational leadership and learner performance in the Zambian context.

1.4 Objectives of the study

The study was guided by the following research objectives
1.4.1 General Objective
Investigate the influence of educational leadership on learner performance in secondary scho
ols.

1.4.2 Specific Objectives

i. Examine the correlation between principal leadership styles and students' academic ac
hievement.

ii. Assess the impact of teacher leadership roles on the overall performance of learners.

iii. Investigate the role of school management practices in shaping students' academic out
comes.

iv. Explore the perceptions of students and teachers regarding the impact of leadership on
learning.

1.5 Research Questions

i. How does the principal's leadership style correlate with students' academic achieveme
nt?

ii. In what ways do teacher leadership roles contribute to the overall performance of lear
ners?

iii. How do school management practices impact students' academic outcomes in Kitwe
District?

iv. What are the perceptions of students and teachers regarding the influence of leadershi
p on learning?

1.6 Research Hypotheses

1.6.1 Hypothesis 1
Null Hypothesis (H0): There was no significant relationship between transformational leader
ship practices and learner performance in secondary schools in Kitwe District, Copperbelt, Za
mbia.

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Alternative Hypothesis (H1): There was a significant positive relationship between transfor
mational leadership practices and learner performance in secondary schools in Kitwe District,
Copperbelt, Zambia.

0=0H0:ρ=0 (The correlation coefficient between transformational leadership and learner perf
ormance was zero)

1:>0H1:ρ>0 (The correlation coefficient between transformational leadership and learner perf
ormance was greater than zero)

This hypothesis proposes that if the leadership in secondary schools exhibits transformational
qualities such as inspiration, intellectual stimulation, and individualized consideration, it
would positively correlate with higher learner performance.

1.6.2 Hypothesis 2
Null Hypothesis (H0): There was no significant association between participative decision-
making by school leaders and learner academic outcomes in Kitwe District, Copperbelt, Zam
bia.

Alternative Hypothesis (H1): There was a significant positive association between participat
ive decision-making by school leaders and learner academic outcomes in Kitwe District, Cop
perbelt, Zambia.

H0:β=0 (The regression coefficient for participative decision-making was zero)

0H1:β >0 (The regression coefficient for participative decision-making was greater than zero)

This hypothesis suggests that if school leaders involve teachers, parents, and students in decis
ion-making processes, it would have a positive impact on learner academic outcomes.

These hypotheses provide a framework for investigating the relationship between specific lea
dership practices and learner performance in Kitwe District, Copperbelt, Zambia. Statistical a
nalysed such as correlation coefficients and regression models can be employed to test these
hypotheses based on the collected data.

1.7 Significance of the Study

The study on the impact of educational leadership on learner performance in secondary schoo
ls in Kitwe District, Copperbelt, Zambia, held immense significance for various stakeholders
in the education sector. Firstly, understanding the relationship between educational leadership
and learner performance was crucial for school administrators, policymakers, and educational

5
leaders. Insights gained from this study could inform the development and implementation of
effective leadership strategies tailored to the specific context of Kitwe District, ultimately con
tributing to improved educational outcomes for students. Moreover, as Zambia strived to achi
eve educational objectives outlined in its national development plans, this research could pro
vide evidence-based recommendations to enhance the quality of educational leadership practi
ces, fostering a positive and conducive learning environment.

Furthermore, the study's significance extended to teachers, parents, and the broader communi
ty. Teachers could benefit from insights into how leadership styles and practices influenced te
aching methodologies and student engagement, guiding professional development initiatives.
Parents, being key partners in the educational process, could gain a deeper understanding of h
ow leadership influenced their children's academic experiences. Ultimately, the broader com
munity could benefit from a well-informed education system that nurtured the potential of its
youth, fostering positive societal development and progress.

1.8 Scope of the Study

This study focused specifically on secondary schools within Kitwe District, Copperbelt
Province, Zambia. The geographical and contextual limitations were intentionally narrowed
to provide a comprehensive and in-depth analysis of the impact of educational leadership on
learner performance within this specific region. The research involved a detailed examination
of leadership practices, styles, and their correlation with student academic achievement. The
study encompassed various secondary schools within Kitwe District to capture the diversity
of leadership practices and educational contexts in the area. While the primary emphasis was
on educational leadership, the research also considered contextual factors such as socio-
economic backgrounds, teacher-student relationships, and community involvement. These
aspects were explored within the specific framework of Kitwe District to offer a nuanced
understanding of the interplay between leadership practices and the broader educational
ecosystem. The findings and recommendations from this study were intended to be relevant
and applicable specifically to Kitwe District, providing actionable insights for local
educational stakeholders to enhance leadership practices and, consequently, improve learner
performance in secondary schools.

1.9 Theoretical Framework

The theoretical framework for the study dres upon two key educational leadership theories:
the Transformational Leadership Theory and the Distributed Leadership Theory. These

6
theories offered comprehensive perspectives on how leadership practices influence the
academic achievement of students in secondary education settings.

1.9.1. Transformational Leadership Theory

Transformational Leadership Theory, introduced by Bass and Riggio (2006), posits that
effective leaders inspire and motivate followers to achieve beyond their expectations,
fostering a positive and transformative organizational culture. In the context of secondary
schools, transformational leaders are expected to exhibit charisma, intellectual stimulation,
individualized consideration, and inspirational motivation. The application of this theory in
the study involves assessing how school leaders in Kitwe District inspire and motivate
teachers and students, thereby influencing learner performance. Transformational leaders
were anticipated to create a shared vision for academic excellence, encourage innovation in
teaching practices, and promote a positive and conducive learning environment.

1.9.2 Application of Transformational Leadership Theory

In applying the Transformational Leadership Theory, the research involved conducting

interviews and surveys with school principals, teachers, and students in Kitwe District. The
focus was on identifying leadership practices that aligned with the transformational
leadership dimensions. For example, leaders exhibiting inspirational motivation were
observed in their ability to articulate a compelling vision for educational success. The study
also assessed how these leadership practices correlated with academic achievements,
examining factors such as standardized test scores, graduation rates, and overall academic
performance. By doing so, the research aimed to establish a relationship between
transformational leadership in secondary schools and learner success.

1.9.3 Distributed Leadership Theory

The Distributed Leadership Theory was proposed, suggesting that leadership was not
confined to individuals in formal positions but was distributed among various stakeholders
within an organization (Spillane, Halverson, & Diamond, 2001). In the context of secondary
schools, distributed leadership involved collaboration and shared responsibility among
teachers, administrators, and sometimes students. This theory was applied in the study to
investigate how leadership was distributed across different levels and roles within secondary
schools in Kitwe District, and how this distribution impacted learner performance.

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1.9.4 Application of Distributed Leadership Theory
The application of Distributed Leadership Theory involved analyzing the collaborative
practices within schools. The study examined decision-making processes, the extent of
teacher involvement in curriculum development, and the degree to which students were
engaged in leadership roles. Surveys, focus group discussions, and document analysis were
employed to gather data on the distribution of leadership responsibilities. By exploring how
leadership was shared and the impact of such practices on learner performance, the study
aimed to contribute insights into the effectiveness of distributed leadership models in
secondary schools in Kitwe District.

1.10 Conceptual Framework

The conceptual framework for this study aimed to provide a theoretical foundation for unders
tanding the multifaceted dynamics influencing the impact of educational leadership on learne
r performance in secondary schools. Drawing on existing literature and educational theories, t
his framework sought to identify key variables and their interrelationships, shedding light on t
he complex mechanisms through which leadership practices influenced academic outcomes i
n Kitwe District, Copperbelt, Zambia.

Independent Variable: Educational Leadership

Educational leadership served as the central independent variable in this framework. It encom
passed a range of leadership practices, including instructional leadership, transformational lea
dership, and participative decision-making. These practices were expected to shape the overal
l school environment, teacher-student interactions, and the institutional culture.

Mediating Variables: School Climate and Teacher Effectiveness:

Two mediating variables, school climate, and teacher effectiveness, played crucial roles in tra
nslating educational leadership into tangible impacts on learner performance. School climate
reflected the overall atmosphere of the school, encompassing factors such as safety, collabora
tion, and support. Teacher effectiveness involved instructional strategies, professional develo
pment, and the quality of teacher-student relationships. These mediating variables served as c
onduits through which leadership practices influenced the learning environment.

Dependent Variable: Learner Performance:

Learner performance served as the ultimate outcome variable in the conceptual framework. T
his variable encompassed academic achievement, standardized test scores, and overall grades.

8
The impact of educational leadership on learner performance was expected to be mediated thr
ough school climate and teacher effectiveness, reflecting the leadership's influence on the con
ditions conducive to effective teaching and learning.

Moderating Variable: Socio-Economic Context:

The socio-economic context of Kitwe District was introduced as a moderating variable, recog
nizing that the impact of educational leadership might vary based on the unique challenges an
d opportunities present in the local community. Socio-economic factors such as parental invol
vement, access to resources, and community support might influence the effectiveness of lead
ership practices in secondary schools.

Theoretical Foundations: Transformational Leadership and Social-Cultural Theory:

This conceptual framework drew on two main theoretical foundations. Firstly, transformation
al leadership theory provided insights into how leaders inspired and motivated followers, fost
ering a shared vision and commitment to educational goals. Secondly, social-cultural theory e
mphasized the importance of the socio-cultural context in shaping educational practices and o
utcomes, highlighting the interconnectedness of leadership, culture, and learning.

Application of the Conceptual Framework:

To apply this conceptual framework, a mixed-methods research design was employed. Quanti
tative data, including surveys and academic performance metrics, were collected to analyze th
e relationships between educational leadership, school climate, teacher effectiveness, and lear
ner performance. Qualitative data, gathered through interviews and focus group discussions,
provided nuanced insights into the socio-economic context and the perceptions of stakeholder
s

1.11 Conceptual Definitions

1. Educational Leadership: Educational leadership refers to the process of guiding, influenc
ing, and managing the overall functioning of a secondary school to create an environment con
ducive to effective teaching and learning. It encompasses the actions and decisions of school l
eaders, such as principals and administrators, aimed at shaping the school's vision, fostering a
positive school culture, and ensuring the implementation of strategies that contribute to impro
ved learner performance. Educational leadership involves transformative practices that inspir
e and motivate both educators and students, fostering a collaborative and supportive learning
community (Hallinger & Heck, 1998; Leithwood et al., 2004).

9
2. Learner's Performance: Learner's performance refers to the academic achievements, cog
nitive development, and overall educational outcomes demonstrated by students in a secondar
y school setting. It encompasses a range of indicators, including standardized test scores, grad
es in various subjects, class participation, and other academic achievements. Beyond academi
c aspects, learner's performance also considers socio-emotional development, critical thinking
skills, and the ability to apply knowledge in real-world situations. The assessment of learner's
performance provides insights into the effectiveness of educational programs, teaching metho
dologies, and the overall impact of educational leadership on students' educational journey
(Wang & Holcombe, 2010; Hattie, 2009).

3. Secondary Schools: Secondary schools, also known as high schools or upper schools, repr
esent an educational institution that provides education to students typically between the ages
of 14 and 18. Secondary education follows primary or elementary education and serves as a c
ritical transitional phase preparing students for higher education or entry into the workforce. I
n the context of this study, secondary schools in Kitwe District, Copperbelt, Zambia, are the s
pecific institutions where the impact of educational leadership on learner's performance is inv
estigated. Secondary schools typically offer a diverse curriculum, including various subjects a
nd extracurricular activities aimed at fostering holistic development (Brighouse & Woods, 19
99; UNESCO, 2005).

4. Kitwe District, Copperbelt, Zambia: Kitwe District, located in the Copperbelt Province o
f Zambia, is a specific geographical area chosen for the case study. It is characterized by its ur
ban setting, diverse population, and a network of secondary schools catering to the education
al needs of local students. The district's unique socio-economic and cultural context may influ
ence the dynamics of educational leadership and its impact on learner's performance. The inv
estigation in Kitwe District aims to provide context-specific insights into the role of leadershi
p in shaping the educational experiences and outcomes of secondary school students in the re
gion (Zambia Statistics Agency, 2020).

1.12 Operational Definition of Terms as Used in the study.

Educational Leadership:

Definition: Educational leadership refers to the actions, behaviors, and decision-making proce
sses undertaken by school administrators, including principals and other school leaders, in gui
ding and influencing the educational environment within secondary schools.

1
0
Operationalization: In this study, educational leadership encompasses aspects such as instruct
ional leadership, decision-making processes, communication strategies, and the overall mana
gement of resources to enhance the quality of education in secondary schools.

Learner's Performance:

Definition: Learner's performance pertains to the academic achievements and outcomes of stu
dents within the secondary school context, including their grades, standardized test scores, an
d overall educational attainment.

Operationalization: In the study, learner's performance will be measured through quantitative

indicators such as GPA, standardized test scores, and examination results, as well as qualitati
ve assessments of students' overall academic achievements.

Secondary Schools

Definition: Secondary schools, also known as high schools, are educational institutions that p
rovide education to students typically between the ages of 13 to 18, offering a curriculum that
builds upon the foundation laid in primary education.

Operationalization: For the purpose of this research, secondary schools are those educational
institutions within Kitwe District, Copperbelt, Zambia, serving students in the specified age r
ange.

Kitwe District, Copperbelt, Zambia

Definition: Kitwe District is a geographical and administrative region located in the Copperbe
lt Province of Zambia. Copperbelt is one of Zambia's ten provinces and is known for its mini
ng activities and urban centers.

Operationalization: The study focuses specifically on secondary schools within Kitwe District
Copperbelt, Zambia, considering the unique educational context, challenges, and opportuniti
es present in this specific geographic area.

Impact:

Definition: Impact refers to the observable and measurable effects or outcomes resulting from
educational leadership practices on learner's performance in secondary schools.

1
1
Operationalization: Impact will be assessed through quantitative data, including changes in ac
ademic performance metrics, as well as qualitative data, capturing perceptions and experience
s of stakeholders regarding the influence of educational leadership on students' achievements.

Stakeholders

Definition: Stakeholders include individuals or groups who have an interest or investment in t

he educational process, such as students, teachers, parents, school administrators, and policy
makers.

Operationalization: Stakeholders in this study will be identified and involved through intervie
ws, surveys, and focus group discussions to gather diverse perspectives on the impact of educ
ational leadership on learner's performance in secondary schools.

These operational definitions provide clarity and specificity to the key terms used in the study,
ensuring a common understanding and facilitating the collection of accurate and relevant dat
a.

1.13 Study Variables

The study on the impact of educational leadership on learner performance in secondary schoo
ls in Kitwe District, Copperbelt, Zambia, involves carefully defined dependent and independe
nt variables to systematically examine the relationships between them.

Dependent Variable: The dependent variable in this study is "Learner Performance." This va
riable serves as the primary focus of investigation, representing the academic achievements, e
xamination scores, and overall educational outcomes of students in secondary schools. The as
sessment of learner performance will involve analyzing standardized test scores, grades, and
any other relevant academic indicators. By focusing on learner performance, the study aims t
o discern the extent to which the quality of educational leadership influences the academic su
ccess of students in Kitwe District.

Independent Variables: The independent variables in this study encompass various dimensi
ons of educational leadership that may exert an influence on learner performance. These inclu
de:

1. Leadership Styles: This variable encompasses different leadership styles adopted by sch
ool administrators, such as transformational leadership, transactional leadership, and laiss
ez-faire leadership. The study will explore how each style influences the learning environ
ment, teacher motivation, and ultimately, learner performance.

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 2. Professional Development Opportunities: This variable assesses the availability and uti
lization of professional development opportunities for educational leaders. It includes wor
kshops, training sessions, and continuous learning experiences that contribute to the enha
ncement of leadership skills and strategies for improving learner performance.

3. School Climate and Culture: Examining the school climate and culture involves assessi
ng the overall atmosphere, values, and shared beliefs within the educational institution. P
ositive school climates and cultures are anticipated to foster an environment conducive to
learning, positively impacting learner performance.

4. Decision-Making Practices: The study will explore how decision-making processes are
conducted within schools, including the involvement of teachers, students, and other stake
holders. Effective decision-making is expected to correlate with improved educational out
comes for students.

Table 1. A Table with Columns on 'Variables, Type of variable Indicators, Scale of Meas
urement/ Cut-Off Points and Numbers

Type of Variable Indi Scale of Measurement/Cut-off Point Numbers

cators

Educational Leadership Transformational Lea Likert Scale: 1-5 (1=Strongly Disagr

dership ee, 5=Strongly Agree)

Transactional Leader Likert Scale: 1-5 (1=Strongly Disagr

ship ee, 5=Strongly Agree)

Distributed Leadershi Likert Scale: 1-5 (1=Strongly Disagr

p ee, 5=Strongly Agree)

Learner's Performance Academic Grades Percentage Scale: 0-100%

Standardized Test Sc Scale: 0-100

ores
Dropout Rates Percentage Scale: 0-100%
School Environment Teacher-Student Rati Ratio Scale: 1:10, 1:20, etc.
o

Availability of Likert Scale: 1-5

Educational Resource (1=Insufficient, 5=Sufficient)
s

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 School Infrastructure Likert Scale: 1-5 (1=Poor, 5=Excelle
nt)

Socioeconomic Status o Parental Income Scale: ZMW (Zambian Kwacha)

f Students

Parental Education L Categorical:

evel Primary, Secondary, Tertiary

Access to Educationa Likert Scale: 1-5 (1=No Access, 5=

l Support Services High Access)

Teacher Professional D Participation in Work Categorical: Yes/No

evelopment shops/Training

Continuous Professio Likert Scale: 1-5 (1=Not Engaged, 5

nal Development (CP =Highly Engaged)
D)

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction
The literature review focused on the impact of educational leadership on learners' performanc
e in secondary schools, focusing on the Kitwe District in the Copperbelt region of Zambia. T

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his review encompasses historical and recent literature, investigating the global, regional, and
local perspectives on key study variables. Educational leadership is a critical factor influencin
g the quality of education, and understanding its effects on learner performance is essential fo
r effective school management and policymaking. By examining historical trends and recent
developments, this literature review aimed to provide a comprehensive understanding of the
multifaceted role of educational leadership in shaping the academic outcomes of secondary sc
hool students in Kitwe District.

2.1 EDUCATIONAL LEADERSHIP ON LEARNER'S PERFORMANCE

Education can be seen as the bedrock of every society and tool for nation building. It is also a
means of preserving societal and cultural settings, plus the acquisition of skills that make
members of the society useful to themselves and the society. The process of educating is to
develop the cognitive, affective and psychomotor domain of individuals and groups in order
to equip them with knowledge and skills necessary to survive and make the society progress.
Education is the development of knowledge, skill, attitude, ability or character with the
purpose of making life worth living (Ani, 2010). This means that holistic development of
individual and society can be achieved through the process of education. Education can
acquired through teaching, imitation or training. Education is the process of inculcating
norms and values of a society from the teacher to the learner with the aim of making them
functional members of the society.

According to Rufai, et al (2018) education is a means of transmitting society's culture,

establishing the present and improving or changing the future from one generation to another.
It is the process of bringing about a change in human behaviour. As the oldest industry, it is
the main instrument used by society to preserve, maintain and upgrade its social equilibrium.
A society's future probably depends largely on the quality of its citizen's education, because
education is a major determinant of the development of nations, since the sum of individual
educational experiences has significant implications for aggregate macro conditions in the
nation.

This importance attached to education led the Federal Government in most of African
countries like Nigeria to adopt education as an instrument par excellence for effective
national development (Federal Republic of Nigeria, 2013). Quality education is an instrument
that is highly indispensable in the transformation of individual values, beliefs and behaviour.
It is also used to preserve societal cultural values and acquisition of skills that make members

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of the society useful to themselves and their society. Therefore, providing quality work force,
favourable learning environment, provision of relevant teaching and learning materials,
welfare of teachers and students among other resources becomes imperative.

Though education is important, the type of education provided for citizens is more important,
quality education is of more importance for meaningful development to occur in any nation.
Quality education provision basically involves compliance with government’s policies, with
regards to such aspects of school’s operations as staffing, curriculum delivery, infrastructure,
management, corporate life, laboratory facilities and library services being implemented. All
these are required to ensure a complete well-rounded education and production of quality
students from the school system as contained in the National Policy on Education (FRN,
2013), which aptly states that the broad aims of secondary education in Nigeria are to prepare
students to be useful living within the society, and also to prepare the students for higher
education.

Quality of education has become one of the central issues accorded priority in the recent
educational reforms going on worldwide. It became one of the mechanisms used in achieving
it. The declining of standard of secondary education in Zambia poses serious challenge to
principals, teachers, and students who constitute the primary focus in quality assurance
system. The notion of quality varies from that of providing a distinctive, special or even
exclusive product or service, to meeting or conforming to predetermined specifications or
standard (Okaforcha, et al 2021).

Quality input give rise to quality output. Quality input according to Ehindero (2004) is the
systematic and continuous actions of an organization that lead to efficiency and better output.
The author further stressed that organizational development is determined by the number of
successful output produced to compete in the society. Eya (2011) defined quality input as the
totality of the resources put into a system to bring out effective and efficient result. In the
schools settings, the students, the fees and other resources are combined to yield maximum
output

For quality education to be achieved in a nation, the principal actors of learning who are the
teachers, learners and the environment must be cooperatively organized to achieve the aims
of the society. The societal expectations of quality inputs from the training institutions makes
the students central in any instructional program. The quality of staff in the school system

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presupposes the quality of the school output, which are the resources that will be available for
the school to progress (Ochuba, 2009).

According to Ayeni et al (2012), quality assurance is the efficient management, monitoring,

evaluation and reviews of the resource inputs and transformation process (teaching and
learning) to produce quality outputs (students) that meet standards and expectations of the
society. In the view of the concept, Idialu (2013), defined quality assurance as ways of
managing the educational sector and ensure that services provided are kept at high standard
that will positively affect its products (students). Orji, (2019) and Adegbesan (2013)
identified quality assurance strategies to include: monitoring, evaluation, supervision,
inspection and quality control (staff professional development). In educational institutions,
school facilities constitute essential inputs which could guarantee favourable learning
environment and enhance the achievement of educational objectives. According to Asiyai
(2012); Bandele, 2003), school facilities include the entire school plant which school
administrators, teachers and students harness, allocate, and utilize for the smooth and efficient
management of any educational institution.

In the school, educational facilities serve as pillars of support for effective teaching and
learning thereby making the process meaningful and purposeful (Adeogu, 2008). Educational
facilities include permanent and semi-permanent structures, such as machinery, laboratory
equipment, the blackboard, teachers’ tools and other equipment as well as consumables.
Educational facilities also refer to non-human and non-financial resources which include all
movable and immovable materials which are used for teaching, learning and other school
activities (Momoh, et, al., 2020),

According to Osuji (2016) effective educational facility is responsive to the changing

programmes of educational delivery, and at a minimum should provide a physical
environment that is comfortable, safe, secure, accessible, well illuminated, well ventilated,
and aesthetically pleasing. However, he further educational facility consists of not only the
physical structure and the variety of building systems, such as mechanical, plumbing,
electrical and power, telecommunications, security, and fire suppression systems (Osuji,
2016). Educational facilities had a major impact on academic performance. For instance
schools with inadequate building, no science labs, inadequate ventilation and faulty heating
systems affect students’ performance (Stricherz, 2000, Lewis, 2001).

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Students’ academic performance is considered as a product of his learning and for
information on individual learning rate one should refer to his visible behaviour or to be more
precise see his performance. Academic performance according to Bell, cited by Isah (2015) is
a measurement of success or how well as student meets standards set out by the institution
itself. Academic performance is how students deal with their studies and how they cope with
or accomplish different tasks given to them by their teachers, it is also the ability to study and
remember facts and being able to communicate your knowledge verbally or down on paper
(Isah 2015). Seif, (2009) believed that students’ academic performance is highly affected by
motivation and emotion, environmental condition, tiredness and illness. So, these factors may
yield a fairly accurate indicator of how much he is learning, unless he can show it well.

Arop, Owan, and Ibor (2019) discovered a noteworthy correlation between the quality of
school facilities (r = .478, p< .05), the quality of leadership (r = .928, p< .05), and the quality
of supervision (r = .881, p< .05) with the job performance of secondary school teachers.
Furthermore, they found that the combined impact of school facilities, leadership, and
supervision significantly influenced secondary school teachers' job performance (F=4800.58,
p<.05). In a similar vein, Odigwe (2007) found that the extent of infrastructural facilities and
the quality of school supervision significantly affected school effectiveness. However, it was
observed that school leadership behavior did not have a significant influence on school
effectiveness, particularly concerning students' academic achievement in English language
and Mathematics.

On the other hand, School leadership according to Oboebgulem et, al (2011) is the process
through which school heads influence their followers to act for certain goals that represent the
values, needs, aspirations and expectations of both leaders and followers. .Those occupying
leadership positions especially in schools such as principals should be aware that their
personality influences their leadership effectiveness. Ikediugwu (2001), defines school
leadership as a process in which intention influenced is exerted by the school heads over
other people (the teachers and students) to structure and facilitates the activities and
relationship in the group or organization. In a school system, the principal is expected to
possess the necessary leadership skills which will enable him or her perform comfortably.

A school’s leadership team is the best place to draw together the evidence and to make
judgments about the key strengths, weaknesses and priorities for the whole school (Kocheny,
2012). For example, subject and departmental heads should be evaluating the progress made

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by learners, identifying priorities that need to be fed into the School Development Plan and
putting in place action that leads to improvement. Ravhudzulo (2012) argues that there is low
learners’ performance due to lack of management, skills and capacities, non–upgrading of
teachers based on qualifications and skills as well as a lack of teacher commitment.
Education International Survey Report (2007) also established that in East African countries,
teachers had low morale due to lack of salaries, heavy teaching loads and poor conditions of
service which is also applicable in Nigeria.

Management is organising or managing activities in an organisation in the achievement of an

objective (Echols et al 2005). Management can also be interpreted as a process consisting of
planning, organising, and supervision conducted in achieving the objectives of the
Organisation by utilizing human resources and others. According to Ibrahim Badafal (2004),
management of education facilities and infrastructure is part of school administration.
Infrastructure management is a cooperation mechanism that is related to all equipment and
the use of all educational equipment, making it more effective and efficient.

Hajeng et al (2014), in his research showed that the administrative personnel who have the
expertise are very helpful to succeed in managing the facilities and infrastructure in the
school. Furthermore, in supporting the success of the facilities management and school
infrastructure also provide training to teachers, complete supporting facilities that can
increase the learning interest of students such as a good and interesting library. All school
residents participated in the maintenance of existing facilities and infrastructures. Based on
the results of the research Ulpha et al (2016) shows that the learning facilities influence the
quality of education. Poor learning facilities or lack of teachers ' skills in utilizing existing
facilities such as the use of technology and information can be a constraint when the
procurement of facilities. This causes the quality of education in schools to be optimally
achieved.

Supervision is a tool of ensuring quality teaching and learning in schools. It is an internal

mechanism adopted by principals for school self-evaluation, geared towards helping teachers
and students to improve on their teaching and learning activities for the purposes of achieving
educational objectives. The principals ensure effective supervision by interacting
academically and socially at a regular basis with teachers and students within and outside the
classrooms. (Ayeni, 2012). Ajayi et, al (2013) report that the performance of students in
English Language and Mathematics is unpredictable trend of mass failure for some years.

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Against this backdrop, this study intends to evaluate the influence of school leadership on
students’ academic performance in public secondary school in Lagos State Education District
V Lagos.

2.2 HISTORICAL CONTEXT OF EDUCATIONAL LEADERSHIP ON LEARNER'S

PERFORMANCE IN ZAMBIA.
Educational leadership's impact on learner performance in Zambian secondary schools is
intricately connected to the nation's historical journey in education. During the colonial era,
Zambia, formerly Northern Rhodesia, experienced an education system that was designed to
serve colonial interests. The curriculum and leadership were geared towards producing a
labor force to support the colonial economy, with limited consideration for the holistic
development of learners (Mwelwa, 2017).

Post-independence, Zambia recognized the need for an education system that aligns with
national development goals. The government implemented policies to enhance accessibility
and quality in education. Educational leadership played a crucial role in shaping these
policies, with a focus on inclusivity, relevance, and the cultivation of critical thinking skills
(Chishimba, 2013). In the 1990s, Zambia underwent structural adjustments, impacting the
education sector. Economic challenges influenced resource allocation, affecting the quality of
education. Educational leaders faced the task of maintaining standards amid resource
constraints, necessitating innovative approaches to curriculum delivery and teacher support
(Mwelwa, 2017).

The 21st century witnessed a renewed commitment to educational transformation in Zambia.

The government, in collaboration with educational leaders, embarked on curriculum reforms,
emphasizing competency-based education. Leadership became pivotal in facilitating the
adoption of modern teaching methodologies and technology integration for improved learner
outcomes (Chishimba, 2013). Educational leadership's impact is evident in addressing
challenges such as teacher shortages and infrastructural deficits. Leaders have played a role in
advocating for increased investment in education, including professional development for
teachers and the provision of necessary learning materials (Mwelwa, 2017).

Over the past two decades, there has been an increasing focus on studying the impact of
school leadership on student learning outcomes. Various research works, including those by
Cruickshank (2017), Hallinger and Leithwood (1994), Leithwood, Sun et al. (2020), and
Robinson et al. (2008), have explored how principal leadership styles influence school

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climate, teachers' attitudes, turnover ratios, and students' academic achievements. Different
leadership styles, such as instructional leadership, transformational leadership, and distributed
leadership, have been investigated for their effects on school organization, teacher beliefs,
and student achievement.

While previous studies have contributed to understanding leadership in specific contexts,

there remains a gap in comprehensively examining various leadership styles simultaneously
and their relationships with student achievements, especially across different countries. The
differences in educational systems, such as those in Western and Eastern countries, further
complicate the consensus on the impact of specific leadership styles on school organization
and student achievement (Shaked, 2018).

The international context, marked by large-scale assessments like PISA, has prompted
researchers to explore the significance of principal leadership in school improvement through
cross-country comparative studies. Although leadership has been acknowledged to have a
notable but modest effect on student performance, there is still uncertainty about which
leadership styles contribute most to student achievement and how these relationships vary
across countries (Elmore, 2000).

Taking Germany and China as examples, the study delves into their respective educational
systems and principal leadership styles. Germany, known for its early stratification and dual
education system, has undergone changes in its educational governance. The country has
shifted from a historically centralized system to one granting more authority and autonomy to
school principals, albeit with a continued emphasis on teaching experience. On the other
hand, China's educational system, influenced by Confucian traditions and a top-down
administrative structure, has experienced recentralization despite earlier moves toward
decentralization. Chinese school principals are closely associated with education innovation
and curriculum reforms (Ravhudzulo, 2012)

Both Germany and China have consistently performed well in international assessments, such
as PISA and TIMSS, but their approaches to principal leadership differ. Germany has shown
a trend toward decentralization, while China exhibits elements of recentralization despite
reforms. The study aims to fill gaps in previous research by focusing on multiple leadership
styles and their relationships with student achievement. By adopting a comparative approach,
the research seeks to provide insights into effective principal leadership styles and how they
differ across diverse social and cultural contexts (Shaked, 2018).

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2.3 CORRELATION BETWEEN PRINCIPAL LEADERSHIP STYLES AND
STUDENTS' ACADEMIC ACHIEVEMENT

2.3.1 The Global View

Principal leadership styles have been extensively researched globally, with a particular focus
on their roles in maintaining school effectiveness and fostering continuous improvement. Nu
merous studies have established a direct or indirect impact of leadership styles on student ach
ievement (Dimopoulos, 2020; Kutsyuruba et al., 2015; Savvides & Pashiardis, 2016). Princip
als' behaviors, closely related to their leadership styles, have been shown to influence school
climate, teacher collaboration, and, consequently, student achievement (Nir & Hameiri, 2014;
Pinkas & Bulić, 2017; Tschannen-Moran & Gareis, 2015).

Instructional leadership, one of the frequently discussed styles, emphasizes a principal's under
standing of the curriculum and their role in improving teaching practices (Boyce & Bowers, 2
018; Neumerski, 2013; Ross & Cozzens, 2016). Previous research, including the work of Hall
inger and Leithwood (1994), identified three dimensions of instructional leadership: "defining
school mission," "managing instructional program," and "promoting a positive school learnin
g climate." Support for instructional behaviors has been emphasized, with the quality of teach
ing directly affecting student achievement (Brauckmann et al., 2016; Bush, 2013; Shaked, 20
18).

Transformational leadership has been linked to positive outcomes in teachers' emotions, pract
ices, school conditions, and student achievement (Leithwood, Sun et al., 2020; Simola et al.,
2010). This style encourages a collective approach, fostering the aspirations of the teaching st
aff (Bellibas & Liu, 2018). The positive influence of transformational leadership on student a
chievement and school climate has been consistently highlighted in various studies (Anderso
n, 2017; Shatzer et al., 2014).

Distributed leadership, often characterized as "shared" or "democratic," emphasizes power an

d authority delegation, encouraging collaboration among teaching staff (Elmore, 2000; Harris
2013; Spillane et al., 2001). Decision-making involvement and enhanced collaboration and tr
ust among teaching staff have been associated with improved school and student achievement
(Leithwood, Harris et al., 2020; Moolenaar et al., 2012; Ronfeldt et al., 2015).

Integrated leadership, encompassing multiple dimensions of leading behaviors, has gained pr

ominence in recent studies. This approach combines transactional and transformational leader

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ship and has been found to impact student achievement through various mediating factors (Va
n Wart, 2005; De Maeyer et al., 2007; Boberg and Bourgeois, 2016).

The relationship between principal leadership styles and student academic achievement is als
o discussed within the broader context of national politics and system-related background inf
ormation (Döbert et al., 2004). National policy influences principal leadership behaviors, wit
h competitive climates between schools shaping leadership styles aligned with instructional, t
ransformational, and distributed/shared leadership (Pietsch & Leist, 2019). In Germany, the r
ole and responsibility of principals have shifted towards entrepreneurial management, empha
sizing transformational leadership, to meet the requirements of school quality assurance and i
mprovement (Fend, 2008; Gast, 2010; Von Rosenstiel, 2016).

In mainland China, national policy processes have encouraged school principals to focus on i
nstructional leadership, responding to curriculum management demands at various levels (Qi
an & Walker, 2011). The top-down policy approach promotes both instructional and transfor
mational leadership, fostering school innovation and problem-solving initiatives (Dou et al., 2
016; Sun et al., 2018). This holistic leadership perspective aligns with the national policy goal
s and supports effective school leadership practices (Heilmann, 2008; Lee & Chiu, 2017; Yoh
annes & Wasonga, 2021).Educational leadership plays a pivotal role in shaping the academic
outcomes of learners in secondary schools, not only at a national level but also within the glo
bal context. Effective educational leadership is crucial for creating an environment that foster
s quality teaching, learning, and overall student success (UNESCO, 2021). Educational leader
ship is recognized globally as a key determinant of the quality of education. Research indicat
es that effective leadership at the school level contributes significantly to student achievement
and positive learning outcomes (Leithwood et al., 2004). The global education community ac
knowledges that school leaders, including principals and heads of institutions, shape the scho
ol culture, set educational goals, and establish a conducive learning environment that directly
impacts learners' academic performance.

Leadership practices that focus on school improvement initiatives have demonstrated positive
effects on learner performance worldwide. For instance, implementing evidence-based strateg
ies, fostering a culture of continuous professional development for teachers, and promoting c
ollaborative decision-making processes contribute to improved academic outcomes (Robinso
n et al., 2008). These practices transcend national boundaries and are applicable in diverse ed
ucational settings.

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Transformational leadership, a globally recognized leadership style, emphasizes inspiring and
motivating followers to achieve exceptional outcomes. In the educational context, transformat
ional leaders create a vision for academic success, encourage innovation, and foster a positive
school climate. Studies globally have shown that transformational leadership positively influe
nces student achievement and promotes a culture of high expectations (Bass & Riggio, 2006).

Despite the global acknowledgment of the importance of educational leadership, challenges p

ersist. Issues such as inadequate training for school leaders, resource constraints, and bureauc
ratic hurdles hinder the effective implementation of leadership practices that can positively i
mpact learner performance (Robinson, Lloyd & Rowe, 2008). Addressing these challenges re
quires a concerted effort from policymakers, educators, and the broader community on a glob
al scale (Leithwood et al., 2004).

The future of educational leadership globally involves recognizing the interconnectedness of

educational systems and fostering collaborative efforts. Sharing best practices, engaging in int
ernational forums, and promoting research on effective leadership strategies contribute to a co
llective understanding of how leadership influences learner performance. Global organization
s, such as UNESCO and the World Bank, play a crucial role in facilitating cross-border collab
oration to enhance educational leadership practices (Bass & Riggio, 2006).

2.3.2 African View

African educational leadership is deeply embedded in the cultural fabric of the community.
The communal ethos emphasizes collaboration and shared responsibility in shaping the
educational journey of learners. For instance, educational leaders in Zambia may draw
inspiration from Ubuntu philosophy, emphasizing interconnectedness and a collective
approach to education (Sergiovanni, 1992). This perspective encourages leaders to foster a
sense of community and collaboration among teachers, learners, and parents, contributing to
a positive learning environment.

Effective educational leadership in Zambia goes beyond administrative functions; it involves

a commitment to addressing socio-economic disparities that impact learner performance.
Leaders can advocate for policies that promote equal access to quality education, particularly
in rural areas where infrastructural challenges may impede learning (Bush, Kiggundu, &
Moorosi, 2011). By actively engaging with local communities and policymakers, educational
leaders can influence systemic changes that positively impact learners.

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In the African view, educational leaders are expected to be role models and moral compasses
for learners. This involves instilling values such as resilience, perseverance, and community
service. For example, a headteacher who actively participates in community development
projects demonstrates leadership qualities that extend beyond the school environment,
shaping learners into responsible and socially conscious individuals (Leithwood & Jantzi,
2006).

The impact of educational leadership on learner performance is also evident in the emphasis
on culturally relevant pedagogy. Leaders who recognize and integrate local cultural contexts
into the curriculum create an inclusive learning environment that resonates with the
experiences of Zambian learners. This approach enhances learner engagement and academic
achievement (Hallinger & Heck, 1996).

Furthermore, effective educational leadership involves creating a conducive and supportive

school climate. Leaders who prioritize teacher professional development and well-being
contribute to a motivated and inspired teaching workforce, directly impacting learner
outcomes (Oplatka, 2009). This holistic approach recognizes that teacher satisfaction and
professional growth are integral components of a successful educational system.

2.3.3 Zambian View

In Zambia, the impact of educational leadership on learner performance in secondary schools
is a crucial aspect of the education system. Educational leadership encompasses the guidance
and direction provided by school administrators and teachers to create a conducive learning
environment. The Zambian view emphasizes the role of educational leaders in shaping the
quality of education and, consequently, the academic outcomes of students. Effective
leadership involves strategic planning, resource allocation, and fostering a positive school
culture that motivates both educators and learners (UNESCO, 2015).

Zambian educational leaders play a pivotal role in setting a vision for academic excellence.
They articulate goals and objectives that align with national educational policies and address
the specific needs of students. For example, a principal may set a goal to improve overall
academic performance by implementing targeted interventions in subjects where students
face challenges. This strategic leadership approach helps focus efforts toward measurable
improvements (Mulkeen, 2010).

Furthermore, the allocation of resources by educational leaders significantly impacts learner

performance. In Zambia, disparities in resource distribution among schools may exist, and

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effective leaders strive to bridge these gaps. This could involve ensuring that all schools have
access to adequate teaching materials, qualified teachers, and a conducive learning
environment. By addressing resource inequalities, educational leaders contribute to creating a
level playing field for students across different schools (Chisholm, 2005).

Creating a positive school culture is another key aspect of educational leadership in Zambia.
Leaders influence the ethos of the school, fostering an environment that values learning,
respect, and collaboration (Ndhlovu, 2018). For instance, a headteacher who promotes a
culture of academic excellence through recognition programs, student involvement in
decision-making, and teacher professional development contributes to improved learner
performance (UNESCO, 015).

Moreover, effective educational leaders in Zambia are instrumental in promoting teacher

development and motivation. They provide opportunities for continuous professional
development, mentorship programs, and recognition of outstanding teaching practices. A
motivated and skilled teaching workforce positively impacts learner performance by ensuring
high-quality instruction and effective classroom management (Bush & Glover, 2014). In
addressing the impact of educational leadership on learner performance, it is essential to
consider community engagement. Educational leaders in Zambia often collaborate with
parents, local authorities, and community members to create a supportive network for
learners. Community involvement can include initiatives such as parental education
workshops, partnerships with local businesses for resource support, and community-driven
projects that enhance the overall learning experience (Ndhlovu, 2018).

2.4 IMPACT OF TEACHER LEADERSHIP ON PUPILS’ PERFORMANCE

Teacher leadership is commonly discussed in educational research and practice. Yet, the
relationship between teacher leadership and student achievement has not been soundly
established by empirical evidence. Teacher leadership is defined as the process through which
teachers, either individually or collaboratively, exert influence on their colleagues, principals,
and other members of the school community to enhance teaching and learning practices,
ultimately leading to improved student learning and achievement. Teacher leaders are
educators who not only continue to teach students but also actively work to influence others
within their school and beyond for the purpose of advancing school improvement. Over the
last four decades, teacher leadership has gained increasing attention from both educational
practitioners and researchers (Shaked, 2018).

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The growing emphasis on teacher leadership is primarily rooted in two key factors. Firstly,
the era of school and educator accountability has heightened expectations for enhanced
student achievement, placing greater pressure on schools to deliver improved results. School
improvement is a multifaceted endeavor, and the sole responsibility of principals may not be
sufficient to achieve and sustain the desired levels of progress. Teachers are recognized as
playing a vital role in bridging the gap between school-level decisions and classroom-level
practices. The escalating pressure for school improvement, coupled with the pivotal role of
teachers, creates both opportunities and necessities for teacher leadership. Secondly, in
response to the heightened demands for improved school outcomes, teachers are assuming
more leadership responsibilities as principals recognize the benefits of sharing leadership
duties. A survey conducted by Inc. revealed that among 1000 U.S. K-12 public school
teachers, 51% are engaged in leadership roles, such as department chair or teacher mentor,
within their schools (Bass & Riggio, 2006).

Teacher leadership is a widely used term in the field of education, and a substantial body of
literature has been dedicated to exploring this concept. Despite the promotion of teacher
leadership in the literature, there remains much to be understood about the relationship
between teacher leadership and student achievement. Scholars have argued that, while the
potential positive effects of teacher leadership are compelling, empirical research on the
connection between teacher leadership and overall school improvement, particularly in terms
of student achievement, is scarce. This knowledge gap has been underscored by various
researchers, indicating the need for more in-depth investigations in this area (Seif, 2009).

The concept and practice of teacher leadership have evolved over time. Initially, teacher
leadership was associated with formal roles such as department chair, headteacher, and union
representative. However, since the 1980s, educational reform movements have reshaped the
understanding of teacher leadership, emphasizing the value of professionalism and
collegiality. This shift has provided teachers with new opportunities to exercise leadership by
actively participating in school restructuring, mentoring colleagues, engaging in problem-
solving at the school level, and contributing to professional growth activities for their peers
(Elmore, 2000).

The era of accountability that emerged in the early 2000s has further emphasized teacher
leadership as a critical lever for improving student outcomes. In the United States, legislative
acts like the Every Student Succeeds Act (ESSA) of 2015 have explicitly acknowledged the

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importance of teacher leadership by allocating funding, supporting performance-based
compensation systems, and creating programming opportunities. Many states have committed
to investing in teacher leadership initiatives. As teacher leadership has gained prominence in
educational practice, research on the topic has proliferated (Shaked, 2018).

Three notable literature reviews have tracked the historical development of the field,
exploring theoretical questions such as the definition of teacher leadership and its relationship
or distinction from other leadership concepts. While progress has been made in understanding
these theoretical aspects, empirical studies assessing the actual contribution of teacher
leadership are still somewhat limited. Scholars have emphasized the need for more empirical
evidence to convince policymakers, researchers, and practitioners of the merits of teacher
leadership in both principle and practice. A literature review conducted thirteen years later
echoed this sentiment, focusing on teacher leadership within the context of accountability.
Overall, there is a consensus that more empirical research is essential to comprehensively
evaluate the impact of teacher leadership (Seif, 2009).

Teacher leadership plays a crucial role in enhancing school effectiveness and improvement.
Despite decades of literature on this subject and continuous calls for further exploration of
teacher leadership as a strategy for enhancing schools and student learning, there has been a
lack of quantitative empirical studies until recently. Consequently, the connection between
teacher leadership and student achievement remains unclear and not firmly established.
Various literature reviews on teacher leadership consistently emphasize the need for robust
empirical research in this area. Fortunately, in recent years, an increasing number of empirical
studies have surfaced, providing a substantial foundation for this meta-analysis (Bass &
Riggio, 2006).

2.5 STUDENT AND TEACHER VIEWS ON LEADERSHIP IMPACT.

Leadership is a crucial component in any educational setting, impacting both students and
teachers alike. The role of a leader in an educational environment is not just about making
decisions or giving orders, but rather about inspiring and guiding individuals towards a
common goal. The leadership style and qualities of a teacher or school administrator can have
a profound impact on the learning environment, student achievement, and overall school
culture (Boberg & Bourgeois, 2016).

From a student perspective, the impact of a strong leader can be seen in the form of increased
motivation, engagement, and academic success. When students have a leader who is

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passionate, knowledgeable, and supportive, they are more likely to feel inspired to excel and
take ownership of their own learning. A leader who sets high expectations and provides
encouragement and guidance can empower students to reach their full potential. Additionally,
strong leaders can create a positive and inclusive school culture that fosters collaboration,
respect, and a sense of belonging among students (Ani, 2010).

On the other hand, when students are led by a leader who is lacking in the necessary qualities
of leadership, such as communication, empathy, and vision, they may feel disengaged,
uninspired, and unmotivated. A leader who is unable to effectively communicate
expectations, provide support, or create a positive learning environment can hinder student
growth and development. In such cases, student achievement and well-being may suffer,
leading to decreased morale and performance (Bass & Riggio, 2006).

From a teacher perspective, the impact of leadership can also be significant. A strong leader
can support teachers in their professional growth, provide resources and opportunities for
development, and create a positive work environment that promotes collaboration and
teamwork. When teachers feel valued, respected, and supported by their leaders, they are
more likely to feel motivated and engaged in their work, leading to improved job satisfaction
and ultimately better student outcomes (Boberg & Bourgeois, 2016).

Conversely, when teachers are led by a leader who does not prioritize their well-being or
professional development, they may feel disempowered, frustrated, and undervalued. A lack
of effective leadership can lead to decreased morale, burnout, and ultimately impact the
quality of teaching and learning in the classroom. Teachers who do not feel supported by their
leaders may struggle to effectively meet the needs of their students and maintain a high level
of job satisfaction (Ani, 2010).

2.6 Research Gap

While a growing body of research had examined the impact of educational leadership on
learner performance in secondary schools, a notable research gap existed in the Zambian
context. Existing studies predominantly focused on developed countries, and there was a
dearth of comprehensive research specifically addressing the dynamics and challenges within
the Zambian secondary education system. The Zambian educational landscape was unique,
characterized by diverse socio-economic factors, cultural influences, and infrastructural
challenges that significantly shaped the leadership and management of secondary schools.
Limited empirical research had been conducted to explore how the specific leadership

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practices and styles employed by school administrators in Zambia correlated with and
influenced student academic outcomes. Furthermore, there was a need for research that
delved into the effectiveness of various leadership interventions and policies implemented
within the Zambian secondary education sector. This research addressed this gap and was
crucial for informing evidence-based educational leadership practices tailored to the Zambian
context, ultimately contributing to the enhancement of learner performance and the overall
improvement of the secondary education system in the country.

2.7 Summary of the Chapter

In Chapter Two of the literature review, the focus was on examining the historical and
contemporary impact of educational leadership on learner performance in secondary schools,
specifically in Zambia's Kitwe District within the Copperbelt region. The review
encompassed a wide range of perspectives, from global to local, highlighting the critical role
of educational leadership in shaping academic outcomes. It delved into various theories and
concepts, such as distributed leadership, transformational leadership, and teacher leadership,
to understand their implications on school effectiveness and student achievement. The review
also explored the historical context of educational leadership in Zambia, acknowledging the
challenges and advancements in the education sector over time. Overall, the chapter aimed to
provide a comprehensive understanding of the complex dynamics influencing educational
leadership and learner performance, setting the stage for the empirical study in the subsequent
chapters.

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 CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction
In this chapter, the methodology employed in studying the impact of educational leadership o
n learner performance in secondary schools in Kitwe District, Copperbelt, Zambia, was outlin
ed. The chapter encompassed the design of the study, the research setting, the study populatio
n, the method of sample selection, sample size determination, and the types of data collection
tools used in the study. Additionally, the chapter included the techniques deployed in data coll
ection, ethical considerations, and measures taken to ensure the validity and reliability of the
entire research process.

3.1 Study Design

This research adopted a mixed-methods approach to thoroughly investigate the impact of edu
cational leadership on learner performance in secondary schools within Kitwe District, Coppe
rbelt, Zambia. The study recognized the need for a comprehensive understanding of this com
plex subject and thus employed both quantitative and qualitative data collection methods. The
quantitative aspect of the study involved the use of surveys administered to a sample of partic
ipants from secondary schools in the Kitwe District. These surveys gathered quantitative data
on various aspects related to educational leadership, such as leadership styles, teacher roles, s
chool management practices, and perceptions of leadership impact on learning. Additionally,
academic performance records were analyzed to assess correlations between principal leaders
hip styles, teacher leadership roles, school management practices, and students' academic achi
evement. On the other hand, the qualitative aspect of the study encompassed interviews and f
ocus group discussions with key stakeholders, including school administrators, teachers, and
students. These qualitative data collection methods delved deeper into the perceptions, experi
ences, and insights of participants regarding the impact of educational leadership on learner p
erformance. Through open-ended questions and discussions, qualitative data were gathered o
n themes such as leadership effectiveness, school culture, teaching methodologies, student en
gagement, and the overall learning environment. The mixed-methods approach allowed for a
comprehensive exploration of the research objectives, which included examining correlations
between principal leadership styles and academic achievement, assessing the impact of teache
r leadership roles on learner performance, investigating school management practices' role in
shaping academic outcomes, and exploring stakeholders' perceptions of leadership impact on
learning. By integrating both quantitative and qualitative data collection methods and employ

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ing robust analysis techniques, this study aimed to provide valuable insights into the complex
dynamics of educational leadership and its influence on learner performance in secondary sch
ools in Kitwe District, Copperbelt, Zambia.

3.2 Study Site

The study was conducted in Kitwe District, Copperbelt, Zambia, focusing on a representative
sample of secondary schools within the district. Kitwe was selected due to its urban setting,
making it a suitable representation of the broader educational landscape. The selected schools
varied in terms of size, location, and socioeconomic characteristics to ensure a diverse and co
mprehensive analysis of the impact of educational leadership. The schools sampled included
St. Francis Secondary School (Garneton), Garneton Combined School (Garneton), Mindolo S
econdary School (Mindolo), and Natwange Combined School (Chimwemwe).

3.3 Population Study Frame

The population study frame included all secondary schools in Kitwe District. The study target
ed administrators, teachers, and students within these schools. The administrators provided in
sights into the leadership styles and strategies employed, while teachers and students offered
perspectives on the effectiveness of these leadership approaches in influencing academic perf
ormance.

3.5 Sample Size Determination and Sampling

In the study, the sample size of 50 participants was determined using a stratified random sam
pling technique comprising of There were 8 administrators, 12 teachers and 30 pupils. This
method involved dividing the population (educational leaders, teachers, and students in Kitwe
District secondary schools) into distinct strata or categories based on certain characteristics, i
ncluding school size, location (urban or rural), and academic performance levels. Stratificatio
n ensured that each subgroup within the population was adequately represented in the sample,
considering the diversity and variability present. For example, school size considerations incl
uded representation from both small and large schools. Similarly, the stratification based on l
ocation included participants from urban and rural schools. Academic performance levels furt
her diversified the sample, capturing perspectives from schools with varying levels of academ
ic success. The sample size calculation was based on statistical considerations to achieve a co
nfidence level that allowed for generalizing the findings to the broader population of Kitwe D
istrict secondary schools. This involved determining the appropriate sample size that balance
d the need for precision in the results with practical constraints such as time, resources, and fe
asibility of data collection. Statistical techniques were used to calculate the sample size neede

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d to detect significant differences or relationships with a certain level of confidence and reliab
ility. By employing a stratified random sampling technique and calculating the sample size ba
sed on statistical considerations, the study ensured that the findings were representative, relia
ble, and applicable to the larger population of Kitwe District secondary schools. This approac
h enhanced the validity and generalizability of the research outcomes.

3.6 Inclusion and Exclusion Criteria

Participants in the study were selected based on specific inclusion criteria. Administrators, tea
chers, and pupils from selected secondary schools in Kitwe District were included. However,
participants who did not consent to participate or those unable to provide valuable insights we
re excluded. The inclusion and exclusion criteria were designed to ensure the study's validity
and reliability by focusing on individuals with relevant experiences and perspectives.

3. 7 Sampling Method
The sampling method for this study used the convenience sampling method. A convenience s
ampling approach was used to select participants, ensuring a diverse representation of adolesc
ents and balancing between the two genders. Participants were identified individually as they
exited the facility.

3.8 Statistical Analysis

The statistical analysis of sampling for the study on the impact of educational leadership on
learners' performance in secondary schools in Kitwe District, Copperbelt, Zambia, involved a
stratified random sampling technique. This method stratified the population of secondary
schools in Kitwe District based on key variables such as school size, academic performance
levels, and types of schools (e.g., government, private). From each stratum, a random sample
of schools was selected to ensure representation across different characteristics. Additionally,
within each selected school, a random sample of learners was chosen to participate in the
study. This sampling approach aimed to provide a diverse and representative sample of
schools and learners in Kitwe District, allowing for a comprehensive analysis of the
relationship between educational leadership and learners' performance. Statistical tools such
as correlation analysis, regression analysis, and descriptive statistics were used to analyze the
data collected from the sampled schools and learners, providing insights into the impact of
educational leadership on academic outcomes in secondary education.

The quantitative data collected in this study, including survey responses and academic
performance records, were analyzed using statistical techniques to derive meaningful insights

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into the impact of educational leadership on learner performance in secondary schools in
Kitwe District, Copperbelt, Zambia. The data analysis process for quantitative data involved
several steps:

Descriptive Statistics: Descriptive statistics such as mean, median, mode, standard deviation,
and frequency distributions were computed to summarize the central tendency, variability,
and distribution of the quantitative variables. This included summarizing survey responses
related to leadership styles, academic achievement, and other relevant factors.

Correlation Analysis: Correlation analysis was conducted to examine the relationships

between different variables. For example, correlations between principal leadership styles and
students' academic achievement were explored to determine if certain leadership approaches
were associated with higher academic performance.

Regression Analysis: Regression analysis was used to determine the predictive power of
certain variables on learner performance. For instance, regression models were built to
predict academic achievement based on teacher leadership roles, school management
practices, and other factors.

Comparative Analysis: Comparative analysis was employed to compare the mean scores or
frequencies of variables across different groups. This included comparing academic
performance levels between schools with different leadership styles or assessing differences
in perceptions between students and teachers regarding the impact of leadership on learning.

Statistical Tests: Depending on the research questions and hypotheses, appropriate statistical
tests such as t-tests, ANOVA, chi-square tests, or regression models were used to analyze the
quantitative data and test for significance levels.

The qualitative data collected through interviews and focus group discussions underwent
qualitative data analysis to extract themes, patterns, and insights related to educational
leadership and learner performance. The qualitative data analysis process involved the
following steps:

Transcription: Audio recordings of interviews and focus group discussions were transcribed
verbatim to create textual data for analysis. Transcriptions ensured accuracy and provided a
basis for in-depth analysis.

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Coding: Coding involved systematically labeling and categorizing segments of the text based
on recurring themes, concepts, or ideas. This process involved both deductive coding (based
on pre-defined categories from the research objectives) and inductive coding (emerging
categories from the data).

Theme Development: Themes were developed based on the coded segments, highlighting
patterns, trends, and key insights related to educational leadership, learner performance, and
their interrelationships. Themes included leadership effectiveness, student engagement,
teacher support, school climate, and academic outcomes.

Data Interpretation: Once themes were identified, data interpretation involved analyzing the
relationships between themes, exploring nuanced meanings, and drawing conclusions based
on the qualitative data. This process aimed to uncover rich insights into how educational
leadership influenced learner performance in secondary schools.

Triangulation: Triangulation involved comparing and contrasting findings from both

quantitative and qualitative data analyses to validate and enhance the overall understanding of
the research questions. Integration of quantitative and qualitative findings provided a
comprehensive perspective on the impact of educational leadership on learner performance.
Overall, the combined analysis of quantitative and qualitative datasets enabled a holistic
understanding of the complex dynamics between educational leadership practices and learner
outcomes in secondary schools in Kitwe District, Copperbelt, Zambia.

3.8 Sampling Size Determination

The sample size was not predetermined but determined by the achievement of saturation. Incl
usion of participants in the study was terminated once there were no new subsequent response
s from the respondents, indicating that saturation had been achieved.

3.9 Data Collection Tools

To comprehensively explore the impact of educational leadership on learner's performance in
secondary schools in Kitwe district, Copperbelt, Zambia, a mixed approach was employed, ut
ilizing data collection tools such as an interview guide, voice recorder, and note pad. The inte
rview guide consisted of open-ended questions designed to elicit detailed responses from key
informants, including adolescents, community members, and relevant stakeholders. The voice
recorder was used to capture audio data during interviews, ensuring the accurate representatio
n of participants' perspectives. Additionally, a note pad was employed to document observatio

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nal insights and non-verbal cues during interactions, providing supplementary context to the
qualitative data. This combination of tools aimed to gather rich, context-specific information
and enhance the depth of understanding regarding the complex factors influencing sexual abu
se in the targeted community.

For collecting quantitative data in the study, surveys were used as the primary data collection
tool. Surveys were structured questionnaires designed to gather specific information from a la
rge number of participants in a standardized format. They allowed for the systematic collectio
n of quantitative data on various aspects related to educational leadership, learner performanc
e, and perceptions of stakeholders. The surveys were administered to different groups of parti
cipants, including school administrators, teachers, and students within Kitwe District seconda
ry schools. The survey questions were designed to gather quantitative data on leadership style
s, teacher roles, school management practices, academic achievement indicators, and percepti
ons of leadership's impact on learning outcomes. The survey questions were carefully crafted
to ensure clarity, relevance, and alignment with the study's objectives and specific research qu
estions. They may have included Likert scale questions to assess participants' attitudes and op
inions, multiple-choice questions to gather demographic and categorical data, and open-ended
questions to allow for additional comments and insights. Surveys were an effective tool for c
ollecting quantitative data because they provided structured responses that could be easily qu
antified and analyzed statistically. They allowed for comparisons between different groups, tr
ends analysis, and correlation assessments, contributing to a comprehensive understanding of
the relationships between educational leadership practices and learner performance outcomes
in secondary schools.

3.10. Data Collection Procedure

The data collection process involved several steps. Data collection then took place, involving
interviews, focus group discussions, and was conducted in a respectful and culturally sensitiv
e manner to ensure participant comfort and engagement. Before initiating data collection, thor
ough preparation and planning took place. This included obtaining ethical approval from rele
vant authorities, securing informed consent from participants, and developing a detailed sche
dule for interviews and focus group discussions.

Participants, including adolescents, community members, and relevant stakeholders, were rec
ruited through a purposive sampling technique. Efforts were made to ensure diversity in age,
gender, and perspectives, providing a comprehensive understanding of the factors involved. P

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rior to any data collection activities, participants were fully informed about the purpose of the
study, the nature of their involvement, and the confidentiality measures in place. Informed co
nsent was obtained from each participant, emphasizing their voluntary participation and the ri
ght to withdraw at any point.

Individual interviews were conducted using the pre-designed interview guide with open-ende
d questions. These interviews allowed for in-depth exploration of participants' experiences, p
erceptions, and insights related to sexual abuse. The voice recorder was used to capture audio
data, ensuring accuracy in representing participants' voices. Group dynamics were explored t
hrough focus group discussions, providing a platform for participants to share and discuss the
ir views collectively. These discussions were facilitated using a semi-structured guide to main
tain a balance between exploration and participant interaction. Throughout the data collection
process, the researcher used a note pad to document observational insights and non-verbal cu
es. This qualitative data provided additional context and enriched the understanding of the co
mplex issue.

After each interview or focus group discussion, a debriefing session was conducted to address
any emotional or psychological impact on participants. Support services and referrals were pr
ovided if needed. Collected data was securely stored, ensuring confidentiality and anonymity.
Transcriptions of audio recordings and notes were coded for analysis. By following these step
s, the data collection process aimed to gather comprehensive and context-specific information
on the impact of educational leadership on learner's performance in secondary schools: a case
study of Kitwe District, Copperbelt, Zambia.

3.11 Data Analysis

Data was analysed using content analysis and analysis occurred concurrently with the process
of data collection. Using this method data was transcribed, organized and documented from a
udiotapes and note pads to get a general sense of the whole and ideas presented. Data was the
n place in definable units and coded after which similar units was grouped into categories fro
m which primary themes and sub-themes emerged. The researcher listened to and transcribe t
he audio recorder data and repeatedly read the verbatim to gain understanding and familiarity
of the collected data.

Significant sentences and phrases relating to the experiences of midwifery students’ classroo
m learning was identified during the process of studying the transcripts. Similar codes were g
rouped into categories in order to facilitate easy description of the emerged phenomenon and

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broaden its understanding. Quotation of parts or whole of the transcribed participants’ respon
ses were made in italics for easy viewing. Verification of findings will be done by means of e
ngaging the participants.

3.11 Reliability and Trustworthiness of Data Collection Instrument

The following were considered to ensure that the study findings are trustworthy.

3.11.1.1 Credibility
Credibility indicated the extent to which the researcher had established confidence that the fin
dings are a true reflection of the participants’ opinions or experiences in the context in which
the study was undertaken (De Vos, 2005 in Karin, 2008). In order to ensure credibility, the dat
a will be documented exactly as obtained to reflect the respondents’ actual narration of their e
xperiences. Furthermore, writing down of my own thoughts while collecting data in the field
and also constantly reminding myself that I had to objective about the data being collected he
lped me avoid being biased. There were no manipulation of data to suit the views and opinion
s of the researcher.

3.11.1.2 Transferability
Transferability refers to the degree to which the findings can be applied to other contexts (De
Vos, 2005 in Karin, 2008). Findings of this study were not transferable to another setup not o
nly because this is a qualitative study but also that the study wiere on a relatively small scale.

3.11.1.3 Dependability
Dependability of the study were ensured by subjecting the analyzed data to an audit where th
e study supervisor were compared the interview transcripts developed by the researcher with t
he original recorded responses from participants obtained during interviews. This was done to
ensure that the analyzed data was as close to the true findings as possible, hence rendering it
dependable enough to represent the phenomenon in the study population.

3.11.1.4 Conformability
As stated by De Vos in Karin (2008), the authenticity of study findings depended, to a large e
xtent, on the extent to which the findings are a function of the participants’ opinions and cond
itions of the research and not of any other biases. Conformability in this study was achieved b
y ensuring that responses reflect as stated by the respondents themselves without influence fr
om the researchers’ personal feelings and or opinions. Further enhancement of conformability
was achieved by ensuring that transcribed data from the submissions by respondents, analysis
and interpretations, as well as the study conclusions were made available to the supervisor an
d co-supervisor.

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3.12 Ethical Consideration
Prior to data collection, the researcher secured approval to conduct the research from ERES c
onverge IRB. Thereafter, consent was sought from the District Commissioner. Furthermore, t
he researcher ensures that written informed consent was obtained from each participant and t
o have the interview recorded. In addition, participants was assured that they would not suffer
any intimidation or be disadvantaged by the authorities as a result of the information they
would submit.

3.12.1 Autonomy
In the study, respondents' personal identifying details were omitted, and each respondent was
assured that their identity would be kept away from the public domain. Full autonomy of parti
cipants was achieved by ensuring that individual participants understood what they were aske
d to do in the research, enabling them to make reasoned judgments about the effects participat
ion would have on them and make a choice (Adams, 2013). Informed consent was used as a t
ool to protect autonomy. As stated by Adams (2013), informed choice involved the researcher
providing the participants full disclosure about the nature of the study.
3.12.2 Justice

In the study, respondents were subjected to the same conditions in terms of the selection
criteria, environment for interviews, questions asked, and the duration of interviews. They
were accorded equal opportunity to seek clarifications or ask questions during the interviews.

3.12.3 Fidelity and Veracity

The researcher ensured that truthful and non-deceiving information was made available to all
respondents, and privacy as well as confidentiality were ensured by conducting interviews
within a private environment and keeping the collected data out of reach of unauthorized
individuals. Numbers, not personal details or names of respondents, were used for individual
identification.

3.12.4 Confidentiality
Confidentiality was ensured in the study by keeping information about each respondent out of
reach of any unauthorized individuals and ensuring that names of respondents were not
written on the interview guides. Instead, identification numbers were used to aid in
distinguishing responses from each respondent.

3.12.5 Conclusion
In this chapter, a detailed and informative description of the study methodology has been
provided. Particularly, the methodology outlined the design of the study, data collection

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9
 technique that was applied and tools used for data collection, how data was analyzed, and
ethical measures that were applied.

3.14 Potential Use of the Findings

This section of the research report discussed the practical implications and applications of the
research findings. It highlighted how the insights gained from the study could be used to
improve educational leadership practices, enhance learner performance, inform policy
development, guide professional development programs for educators, and contribute to
evidence-based decision-making in education.

3.15 Potential Pitfalls and Mitigation Plan

This section of the research proposal addressed potential challenges or limitations that could
arise during the research process and outlined strategies to mitigate these pitfalls. Common
pitfalls in educational research were considered, including issues related to data collection,
sample representativeness, research bias, ethical considerations, resource constraints, and
external factors that could impact the study's validity and reliability. The mitigation plan
involved proactive measures such as rigorous data validation and verification, transparent
reporting of research methods and limitations, adherence to ethical guidelines, robust data
analysis techniques, sensitivity to cultural contexts, collaboration with stakeholders, and
contingency plans for unforeseen challenges.

3.17 Gantt Chart

TASK TO BE PE OCTOBER NOVEMBER JANUAR FEBRUARY FEBRUARY FEBRUARY

RFORMED 2023 2023 Y 2024 2024 2024
2024
1 Preparing
Research
proposal
2 Writing
chapter one
3 Writing

4
0
 chapter
4 Compiling of
the proposal
5 Final
proposal

3.18 Budget

S/N ITEM QUANTITY UNIT COST TOTAL COST (K)

1 Typing and printing 40 PAGES 10 400
4 Bundles 10 25 250
5 Communication 1 100 100
6 Flash disk 1 16 GB 100
7 Questionnaire printing 300 PAGES 5 1500
Total cost 2350

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CHAPTER FOUR: PRESE NTATION OF FINDINGS.

4.0 Introduction
This section presented the study's findings, which emanated from addressing four research
objectives: firstly, first to examine the correlation between principal leadership styles and stu
dents' academic achievement. Secondly, assess the impact of teacher leadership roles on the o
verall performance of learners. Thirdly, investigate the role of school management practices i
n shaping students' academic outcomes and lastly, to explore the perceptions of students and t
eachers regarding the impact of leadership on learning. Four secondary schools were selected
which within Kitwe. In terms of participants, 4 administrators were chosen from all schools,
16 teachers from all selected schools and 30 pupils from all selected schools within Kitwe
district. The presentation began with the demographic characteristics and themes were
created.

4.1. Demographic Characteristics

a. gender of administrators and teachers

the researcher asked all participants about their gender (male or female) for all participants.
The following were the findings.

Gender Frequency

Male 12

Female 8

Total 20

4
2
 Frequency
16

14
14
12

10 11

0
13-15 years 16-19 years

The research findings showed that out of 20 teachers and administrative, 12 were male and 8
were female. The high number of males shows that male teachers dominates especially were
leadership is concentrate.

Age

Age range Frequency

25-30 years 7

30-35 years 9

35 years and above 4

Total 20

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3
 Years of teaching experience

25% 0-5 years

30%
5-10 years
Above 10 years

45%

The findings represent the age distribution of a sample population, categorized into three age
ranges: 25-30 years, 30-35 years, and 35 years and above. In this sample of 20 individuals, 7
fall within the 25-30 age range, 9 fall within the 30-35 age range, and 4 are 35 years old or
above. This distribution indicates that the majority of the sample, with 9 individuals, falls
between the ages of 30 and 35 years. The second most common age group is 25-30 years,
comprising 7 individuals. The smallest group consists of individuals aged 35 years and
above, with 4 individuals falling into this category. Overall, these findings provide insight
into the age demographics of the sample population, highlighting the relative frequencies of
individuals across different age ranges.

Years of teaching experience

Years of teaching experience Frequency

0-5 years 6

5-10 years 9

Above 10 years 5

Total 20

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4
 Years of teaching experience

Above 10 years 5

5-10 years 9

0-5 years 6

0 1 2 3 4 5 6 7 8 9 10

The data reflects the distribution of teaching experience among a sample of 20 educators.
Among these, 6 educators have 0-5 years of teaching experience, 9 educators have 5-10 years
of teaching experience, and 5 educators have over 10 years of teaching experience. This
distribution indicates a relatively balanced representation across the different experience
categories, with a slightly higher proportion falling within the 5-10 years bracket. This
suggests a diverse range of experience levels among the educators surveyed, potentially
contributing to a varied perspective and expertise within the teaching community.

Current position

Position Frequency

Classroom teacher 7

Department head 4

Senior teacher 3

Deputy headteacher 2

Headteacher teacher 4

other specification 0

Total 20

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5
 current position

4 4
3
2

er ea
d er er er o0n
ch ch ch ch ti
te
a th e a
e a te
a ca
m en rt dt er cifi
oo tm nio ea ch s pe
sr par Se yh e a er
as De pu
t dt ot
h
Cl a
De He

The data shows the distribution of positions held by individuals within an educational
institution. Out of a total of 20 individuals, 7 are classroom teachers, indicating the largest
group in this sample. There are 4 department heads and 4 headteachers, demonstrating a
significant presence in leadership roles. Senior teachers account for 3 individuals, while
deputy headteachers represent 2 individuals. Notably, there are no specified positions
categorized under "other," suggesting a clear delineation of roles within the institution. This
distribution reflects a hierarchical structure typical of educational organizations, with a strong
emphasis on classroom instruction supported by distinct leadership tiers comprising
department heads, senior teachers, deputy headteachers, and headteachers.

Pupils

Gender Frequency

Male 15

Female 15

Total 30

The findings indicate an equal distribution of gender among the sample population, with 15
males and 15 females, totaling 30 individuals. This balanced representation suggests a
gender-neutral or evenly distributed demographic within the studied group. Such parity can

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6
be significant in various contexts, such as research studies aiming for gender diversity or
organizations striving for inclusive participation. The equal frequency of males and females
in this sample underscores the importance of considering gender balance in data collection
and analysis, ensuring a comprehensive and representative understanding of the population
under study.

b. age

Participants were asked about their age and the following results were obtained.

Pupils

Age range Frequency

13-15 years 11
16-19 years 14
20 years and above 5
Total 30

Chart Title

Department head 4

Classroom teacher 7

Position0

0 1 2 3 4 5 6 7 8

The researcher gathered information from 30 pupils in secondary schools in Kitwe District, C
opperbelt, Zambia, to understand how age relates to academic performance. Among these pup
ils, 11 were between 13 to 15 years old, 14 were between 16 to 19 years old, and 5 were 20 y
ears old or above. This distribution is essential because it shows the age diversity among the
participants, which can influence learning experiences and outcomes differently. Younger pup

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7
ils may have varying educational needs compared to older ones, and this diversity helps the re
searcher consider these differences while studying the impact of educational leadership on lea
rner performance.

Grade/Class

Grade Frequency

Grade 9 6

Grade 10 8

Grade 11 10

Grade 12 6

Total 30

Frequency

30

10
8
6 6

Grade 9 Grade 10 Grade 11 Grade 12 Total

The distribution of grades among students in secondary schools in Kitwe District, Copperbelt,
Zambia, reveals a pattern that the researcher finds noteworthy. Among the 30 students observ
ed, there were 6 in Grade 9, 8 in Grade 10, 10 in Grade 11, and 6 in Grade 12. This distributio
n suggests a relatively balanced enrollment across the four grades, with Grade 11 having the
highest number of students. This finding implies that there is a consistent progression of stud
ents from one grade to the next, indicating stability in the educational system and potentially
effective leadership and support mechanisms that facilitate students' academic advancement.

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8
4.2 Correlation Between Principal Leadership Styles and Students' Academic
Achievement.
Educational Leadership

Interview schedule (Staff Members)

In the study, 20 staff members were included from four selected schools in Kitwe district. Thi
s group comprised 4 Head teachers and 16 teachers with a distribution of 12 males and 8 fem
ales. When the participants were asked about the relationship between teachers and the school
principal/headteacher, the following were obtained.

Relationship Frequency

Very distant 3

Somewhat distant 2

Neutral 5

Somewhat close 6

Very close 4

20

The findings from interviews with staff members in four selected secondary schools in Kitwe
district, Zambia, reveal varied relationships between teachers and school principals. Out of 20
participants, including 4 head teachers and 16 teachers (12 males and 8 females), the majority
reported a somewhat close (6 participants) or very close (4 participants) relationship with
their principals. This indicates a positive rapport and potentially effective communication and
collaboration within these schools. However, a significant number of participants also
mentioned a neutral (5 participants) or somewhat distant (2 participants) relationship, with a
few indicating a very distant relationship (3 participants). These varying levels of closeness
suggest that while some schools exhibit strong leadership and teacher-principal relationships,
others may benefit from efforts to improve communication and connection between staff and
school leadership.

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Administrators and teachers were further asked either school leadership encourage student
involvement in decision-making processes or not.

Student involvement in decision making Frequency

Never 3

Rarely 2

Sometimes 4

Often 5

Always 4

Total 20

Frequency
5
5
4.5 4 4
4
3.5 3
3
2.5 2
2
1.5
1
0.5
0
Never Rarely Sometimes Often Always

In this study focused on Kitwe District, Copperbelt, Zambia, it was found that student
involvement in decision-making varies among secondary schools. The researcher discovered
that out of the 20 administrators and teachers surveyed, 3 indicated that student involvement
in decision-making processes never occurs, while 2 said it happens rarely. On the other hand,
4 respondents mentioned that it occurs sometimes, 5 said it happens often, and 4 noted that it
always happens. This distribution suggests that there is a range of attitudes and practices
regarding student participation in decision-making, with some schools rarely involving
students while others involve them frequently or always. Such variations could stem from
differences in school leadership styles and priorities, highlighting the potential impact of

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educational leadership on student engagement and overall performance within secondary
schools in the Kitwe District.

School Principal/Headteacher Understands the Needs And Concerns of Students

Concern of the pupils

Understands of the concern of pupils Frequency

Not at all 0

A little 1

Moderately 3

Extremely well 10

Very well 6

Total 20

The research findings show that most pupils in Kitwe District, Copperbelt, Zambia, have a go
od understanding of their concerns regarding educational leadership's impact on their perform
ance in secondary schools. Out of the 20 pupils surveyed, 10 indicated that they understand th
ese concerns extremely well, while 6 stated they understand them very well. This distribution
reflects a high level of awareness among the pupils about how educational leadership influen
ces their learning outcomes. It suggests that the pupils are actively engaged in assessing and r
ecognizing the importance of effective leadership in their educational journey, which can sign
ificantly contribute to improving their overall performance and learning experience in second
ary schools.

Leadership Style Of The School Administration.

Leadership style Frequency

Transformational 4

Transactional 2

Laissez-faire 5

Autocratic 4

5
1
 Participative 5

Total 20

Frequency

25% 20% Transformational

Transactional
Laissez-faire
10%
Autocratic
Participative
20%
25%

The leadership style of the school administration in Kitwe District, Copperbelt, Zambia, can b
e described based on the frequency of different styles observed. Out of 20 instances studied, t
he most common style was laissez-faire, with a frequency of 5. This suggests that the adminis
tration tends to adopt a hands-off approach, allowing teachers and staff more freedom and aut
onomy in decision-making and classroom management. Participative leadership was also pro
minent, with 5 instances noted, indicating a collaborative and inclusive approach where stake
holders are involved in decision-making processes. Transformational and autocratic styles we
re observed 4 times each, showing a balance between inspiring innovation and direction-setti
ng by the administration. Transactional leadership, characterized by reward and punishment s
ystems, was noted 2 times. This distribution reflects a varied approach to leadership within th
e school administration, incorporating elements of freedom, collaboration, inspiration, and dir
ection as deemed suitable for different contexts and situations.

2.5 To what extent do you believe the school's leadership supports professional development f
or teachers?

Leadership support Frequency

5
2
 Not at all 1

Slightly 5

Moderately 7

Very much 4

Extremely 3

Total 20

In studying the impact of educational leadership on learner performance in secondary schools

in Kitwe District, Copperbelt, Zambia, it's evident that the level of support for teacher profess
ional development varies among schools. Out of the 20 participants, 1 indicated that their sch
ool's leadership does not support professional development for teachers at all, while 5 felt the
re was slight support. On the other hand, 7 participants noted a moderate level of support, and
4 mentioned strong support. Three participants expressed that their school's leadership suppor
ts professional development for teachers to an extreme extent. This distribution reflects the di
verse perspectives of educators within the district, highlighting the range of experiences regar
ding leadership's involvement in enhancing teacher skills and competencies for better educati
onal outcomes.

Pupils
Section 2: Learning Environment

2.1 How would you describe the overall atmosphere of your school?

School atmosphere Frequency

Very Positive 11

Positive 4

Neutral 6

Negative 7

Very Negative 3

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3
 Total 30

Frequency
Very Negative 3

Negative 7

Neutral 6

Positive 4

Very Positive 11

0 2 4 6 8 10 12

In studying the impact of educational leadership on learner performance in secondary schools

in Kitwe District, Copperbelt, Zambia, it's evident that the level of support for teacher profess
ional development varies among schools. Out of the 20 participants, 1 indicated that their sch
ool's leadership does not support professional development for teachers at all, while 5 felt the
re was slight support. On the other hand, 7 participants noted a moderate level of support, and
4 mentioned strong support. Three participants expressed that their school's leadership suppor
ts professional development for teachers to an extreme extent. This distribution reflects the di
verse perspectives of educators within the district, highlighting the range of experiences regar
ding leadership's involvement in enhancing teacher skills and competencies for better educati
onal outcomes.

The teachers and school administrators care on academic success

Staff about Academic success Frequency

Strongly Agree 9

Agree 7

Neutral 5

Disagree 5

Strongly Disagree 4

5
4
 Total 30

The findings from the survey indicate that among the students in Kitwe District, Copperbelt,
Zambia, there is a varied perception regarding whether their teachers and school
administrators care about their academic success. The majority of students, represented by 9
respondents, strongly agree that their teachers and administrators are concerned about their
academic progress. Additionally, 7 students agree with this notion. However, there is a
segment of students, comprising 5 respondents each, who are neutral or disagree with the idea
that their educators prioritize their academic success. Furthermore, 4 students strongly
disagree with the statement. This distribution of responses reflects a range of perspectives
among students regarding the level of care and support they perceive from their teachers and
school leaders towards their academic achievements.

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The researcher further conducted Interviews and focus group discussion. Researcher
identified all the four schools with a pseudonyms S. Then the representation was S1, S2, S3
and S4. interviews were conducted among the administrators and these were represented as A
and there were A1, A2, A3, A4 and teachers were represented by T. this means that
pseudonyms were as follows, T1, T2, T3, T4 ………T16, while pupils formed focus group
discussion and these were represented by FGD (Focus Group Discussion), 5 focused groups
were formulated and these were represented by FGD1, FGD2, FGD3, FGD4 and FGD5.
Themes were created based on the objectives.

4.3 Impact of Teacher Leadership Roles on the Overall Performance of Learners.

The Administrators were asked about the impact of leadership roles on pupils’ performance.
The administrators expressed themselves differently and the following were selected
verbatim.

A1 said from S1 said;

As an administrator, one thing I can tell you is that good leadership fosters a posi
tive learning environment by promoting open communication channels, providing
professional development opportunities for teachers, implementing student-center
ed policies, and recognizing and rewarding academic achievements. This helps
our pupils do better.

A2 narrated;

In my own opinion, effective educational leadership plays a crucial role in

pupils’ academic performance by setting clear goals, fostering a culture of contin
uous improvement, supporting teachers' instructional strategies, and ensuring eq
uitable access to resources. This school has produced many distinctions because
of what we implement as a school.

A3 said;

I will begin by mention the specific leadership practices that positively impact st
udent performance. These include regular teacher evaluations and feedback, dat
a-driven decision-making, personalized learning approaches, and collaborative p

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 roblem-solving initiatives. Further, the implementation of these leadership
practices is what matters most.

Interview schedule with teachers

Techers were also asked about the impact of leadership roles on the pupil’s performance. The
following were selected responses.

T1 from school 1 (S1) said;

“As a teacher who is also a role model, leadership encourages a positive learning environme
nt through supportive mentorship, collaborative planning sessions, inclusive decision-making
processes, and creating a sense of belonging for both teachers and students.”

T5 from S2 siad

My opinion is that the relationship between effective educational leadership and s

tudent academic performance is evident in strong instructional leadership, meani
ngful curriculum alignment, differentiated teaching strategies, and responsive int
erventions for struggling students. For example, if us teachers are using the
strategies that are not okay to the pupils, we may end up failing the pupils. This
was my experience in my secondary school were one teacher failed me because
he never used the teaching methods that in could appreciate today."

T10 from S3 said that;

"Leadership practices like promoting teacher autonomy, fostering a culture of innovation, im

plementing student-centered assessments, and providing ongoing professional learning oppor
tunities have a direct impact on improving student performance."

Focus Group Discussions:

The researcher further asked the learners on the impact of leadership roles on pupils’
performance. Learners expressed their thoughts and the following were the selected
responses.

FDG1 Said;

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“Our investigation revealed that school management practices, such as transparent commun
ication, effective resource allocation, student-centered policies, and strategic planning, signif
icantly influence students’ academic outcomes.”

FDG2 said

Both us pupils and teachers need to be in good terms for our performance increase. Teachers
need to show us visionary leadership, supportive learning environments, equitable opportunit
ies, and collaborative partnerships for our academic success."

FDG4

“I think our needs need to create conducive environment for us to be conformable in school.
We can also do better if our teachers involve us in technology.”

FDG5

At our school, teachers create good environment with us and most of us do well. We love our
teachers and our headteacher is very good which makes every one of us work hard.

4.4 The Role of School Management Practices In Shaping Students' Academic

Outcomes.

Interview schedule (Administrators)

The administrators were asked on the school management practice in shaping academic
performance. The following were verbatim.

A1 from S1 said;

"Our school places a strong emphasis on effective planning and organization. We

ensure that resources, both human and material, are allocated optimally to suppo
rt student success. This includes strategic planning for curriculum delivery, budg
et allocation for necessary educational tools, and efficient scheduling to maximiz
e instructional time."

A2 from S2 said

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8
 "We are committed to addressing the diverse needs of our students through compr
ehensive support programs. This includes offering tutoring sessions for academic
assistance and counseling services to support their emotional and social well-bei
ng. These programs are designed to provide personalized support and interventio
ns tailored to each student's unique challenges and strengths."

A3 from S3 narrated

"Maintaining open and regular communication channels with our teaching staff is a pri
ority. We collaborate closely with teachers to exchange feedback, share best practices,
and align instructional strategies. This communication facilitates a holistic approach t
o student development, allowing us to monitor their progress, identify areas for improv
ement, and implement targeted interventions when needed."

A4 from S4 said;

"Creating a positive and inclusive school culture is fundamental to our mission. We beli
eve that a supportive and welcoming environment fosters student motivation, engageme
nt, and academic success. Our efforts include promoting respect, diversity, and inclusiv
ity among students and staff, encouraging a sense of belonging, and celebrating achiev
ements to reinforce a culture of excellence and continuous improvement."

Interview schedule with teachers

Teachers were asked on the role of school management practices in shaping students' academi
c outcomes. Selected responses were as follows.

T1 from S1 said;

"Maintaining a structured classroom environment promotes student engagement and

learning."

T6 from S2 explained that;

"Adapting teaching methods to accommodate diverse learning styles helps students grasp
concepts effectively."

T12 from S3 said;

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9
 “Using varied assessment techniques allows for a comprehensive evaluation of student
learning."

T13 from S4 explained;

We actively encourage parental involvement in our students' education. Through

regular updates, communication, and collaborative meetings, we foster a strong
partnership between parents and educators. Engaging parents in their child's
learning journey not only enhances student motivation and accountability but
also provides valuable support networks and resources that contribute
significantly to student success both academically and socioemotionally.

Focus Group Discussion

The learner participants were asked about role of school management practices in
shaping students' academic outcomes and the findings revealed the following.

FDG1 narrated;

"As students, we value the availability of support services like counseling, which
has had a positive impact on our academic performance. Having access to these
services enables us to address personal challenges effectively, manage stress, and
stay focused on our studies, contributing to improved learning outcomes."

FGD2 explained;

"Building strong relationships with our teachers is crucial for creating a

conducive learning environment. When teachers invest time in understanding our
individual needs, offer guidance, and show genuine care, it boosts our
confidence, encourages active participation, and enhances our overall learning
experience."

FGD3 said;

"We recognize the importance of proper resource allocation in enhancing our

learning experience. Access to quality textbooks, technology, and educational
materials directly influences our ability to grasp concepts, conduct research, and
engage in meaningful learning activities, ultimately enriching our educational
journey."

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FGD4 explained;

"A positive school climate plays a significant role in our motivation to excel
academically. When diversity is celebrated, and inclusivity is promoted, we feel
valued, respected, and motivated to contribute positively to the school
community. This sense of belonging fosters a supportive atmosphere where we
can thrive academically and personally."

FGD5 said;

We appreciate the emphasis on teachers' continuous professional development.

When teachers are equipped with the latest teaching strategies, pedagogical
techniques, and subject knowledge, it directly benefits us as students. Engaging
and effective teaching practices enhance our learning outcomes, critical thinking
skills, and preparation for future academic and professional endeavors.

4.5 The Perceptions of Students and Teachers Regarding the Impact of Leadership on
Learning.
Participants were asked about their perception on students and teacher regarding the impact
of leadership on learning. There responses were as follows

A1:

"Effective leadership creates a positive learning environment that motivates students to excel
academically. Encouragement, support, and enthusiasm for learning are prioritized, fosterin
g a mindset of continuous improvement and achievement."

A2:

"Strong leadership establishes clear goals and expectations, providing students with a roadm
ap for success. Transparent communication of goals enhances student focus, drive, and acco
untability, contributing significantly to academic performance and overall school success."

A3:

"Leadership directly influences teacher morale and commitment, which in turn impacts stude
nt engagement and achievement. Supportive and empowering leadership practices create a p
ositive school culture, enabling teachers to effectively engage students and improve outcome
s."

A4:

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1
"Supportive leadership empowers teachers with resources, training, and encouragement to i
mplement effective teaching strategies. This empowerment leads to dynamic and engaging le
arning experiences that cater to diverse student needs, resulting in enhanced student learning
outcomes and academic success."

Teachers' Selected Responses on Leadership Impact on Learning

T1:

"Clear leadership direction empowers teachers to deliver quality education and inspire stud
ents to reach their potential."

T4:

"Effective leadership creates a collaborative environment where teaching strategies are align
ed with student learning styles."

T8:

"Supportive leadership boosts teacher morale, leading to greater enthusiasm and dedication
in delivering lessons."

T11:

"Leadership that values professional development enhances teaching practices, benefiting stu
dent learning outcomes."

Focus Group Discussion.

FGD1:

"Good leadership encourages student engagement and active participation in learning activit
ies."

FGD2:

"Leadership that recognizes and addresses student needs promotes a positive learning enviro
nment."

FGD3:

“Effective leadership fosters a sense of belonging and motivation among students, contributi
ng to their academic success.”

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2
FGD4:

"Transparent leadership builds trust and confidence among stakeholders, positively impactin
g learning outcomes."

FGD5:

"Inclusive leadership values diverse perspectives, enriching the learning experience for all st
udents."

4.6 Suggestions for Improvement

Interview schedule Administrators

A1

“We plan to introduce more interactive teaching methods and provide updated learning
resources.”

A2

"We aim to implement personalized academic support programs and enhance communication
channels between students and teachers."

A3

“We will prioritize professional development for teachers and strengthen mentorship
programs to improve instructional strategies.”

A4

"Creating more collaborative spaces for students to work together and fostering a positive
classroom culture."

T3

“Offering additional tutoring sessions and providing regular feedback to students on their
progress.”

T6

"Having more transparent communication and involving teachers in decision-making

processes to ensure alignment with educational goals."

Focus Group Discussion:

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3
FGD1

“We suggest integrating more real-world applications into lessons and organizing
extracurricular activities that promote holistic development.”

FGD2

"Establishing a mentorship program where older students can guide and support younger
ones academically and personally."

FGD3

“Encouraging a culture of continuous learning among teachers and administrators, with

regular workshops and training sessions on innovative teaching methods.”

4.7 Summary of the chapter

Chapter Four of the study presented the findings derived from addressing four key research
objectives. Firstly, it explored the correlation between principal leadership styles and
students' academic achievement, highlighting variations in relationships between teachers and
school principals ranging from distant to close. Secondly, the impact of teacher leadership
roles on learner performance was examined, revealing insights into leadership practices that
positively influence student outcomes, such as collaborative planning and supportive
mentorship. Thirdly, the role of school management practices in shaping students' academic
outcomes was discussed, emphasizing the importance of effective planning, resource
allocation, and communication channels between stakeholders. Lastly, the perceptions of
students and teachers regarding the impact of leadership on learning were explored,
showcasing perspectives on how leadership styles and practices contribute to a positive
learning environment, student engagement, and academic success. Suggestions for
improvement were also provided, including enhancing interactive teaching methods,
implementing personalized support programs, prioritizing professional development,
fostering collaborative spaces, and integrating real-world applications into lessons. Overall,
the chapter underscored the multifaceted role of leadership and management practices in
shaping educational outcomes and fostering a conducive learning environment for students.

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CHAPTER FIVE: DISCUSSION AND ANALYSIS OF FINDINGS

5.0 Overview
In Chapter Five, the study went into a detailed discussion and analysis of the data collected
from the four selected secondary schools in Kitwe District, focusing on the participants
comprising 4 administrators, 16 teachers, and 30 pupils. The chapter systematically examined
the demographic characteristics presented in Chapter Four, including gender distribution, age
range, years of teaching experience, current positions held, age groups, grades/classes, and
perceptions regarding academic success and school atmosphere. These demographic insights
were analyzed alongside the themes created to address the research objectives outlined in the
methodology. Specifically, the chapter discussed the correlation between principal leadership
styles and students' academic achievement, the impact of teacher leadership roles on learner
performance, the role of school management practices in shaping students' academic
outcomes, and the perceptions of students and teachers regarding the impact of leadership on
learning. Through this analysis, the chapter aimed to provide a comprehensive understanding
of how educational leadership and management practices influence various aspects of
academic performance and learning outcomes in secondary schools within Kitwe District,
Copperbelt, Zambia.

5.1 Demographic Characteristics

The demographic characteristics of the participants in the study provide valuable insights into
the composition of educators and students within the secondary schools in Kitwe District,
Copperbelt, Zambia. Firstly, in terms of gender distribution among educators, the findings
reveal that out of the 20 participants (including administrators and teachers), there were 12
males and 8 females. This skew towards male representation, especially in leadership roles,
suggests a gender disparity that may reflect broader trends in educational leadership and
management positions. Such imbalances can impact decision-making processes, perspectives

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5
on teaching and learning, and overall school dynamics, warranting further exploration into
factors influencing gender representation in educational leadership.

Regarding age demographics, the sample population of educators shows a diverse range of
ages, with the majority falling between 30 and 35 years old (9 individuals), followed by the
25-30 age group (7 individuals), and a smaller proportion aged 35 years and above (4
individuals). This distribution indicates a mix of early-career and mid-career professionals,
each potentially bringing unique experiences and perspectives to their roles. However, the
relatively lower representation of older educators may raise questions about succession
planning and the retention of experienced staff within the education sector.

The distribution of years of teaching experience among educators further highlights a

balanced spread, with 6 individuals having 0-5 years of experience, 9 individuals with 5-10
years, and 5 individuals with over 10 years of experience. This distribution suggests a blend
of novice and seasoned educators contributing to the teaching and learning environment. The
presence of educators with varying levels of experience can enrich professional development
initiatives, mentorship programs, and collaborative teaching practices within schools.

In terms of current positions held by educators, the data showcases a hierarchical structure
typical of educational institutions, with classroom teachers comprising the largest group (7
individuals), followed by department heads (4 individuals) and headteachers (4 individuals).
This distribution underscores the importance of effective leadership at different levels to
support teaching excellence, student engagement, and overall school performance. The
absence of specified positions under "other" indicates a clear delineation of roles,
contributing to organizational clarity and accountability.

Turning to the student demographics, the gender balance among pupils, with 15 males and 15
females in the sample of 30, reflects an equal representation that aligns with principles of
inclusivity and diversity. This balanced gender distribution is essential for promoting a
supportive and equitable learning environment where all students have equal opportunities
for academic success and personal development.

Regarding age distribution among pupils, the data shows a mix of age groups, with 11 pupils
aged 13-15 years, 14 pupils aged 16-19 years, and 5 pupils aged 20 years and above. This
diversity in age ranges among students highlights the varied developmental stages, learning
needs, and academic aspirations within the secondary school population. Educators and
school leaders can leverage this diversity to implement targeted interventions, personalized

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6
learning approaches, and supportive measures that cater to the unique requirements of
students across different age groups.

Further, the distribution of students across different grades (Grade 9 to Grade 12) indicates a
consistent progression through the secondary education system. The higher enrollment in
Grade 11 suggests a pivotal stage in students' academic journey, potentially indicating a focus
on preparing for national examinations, career pathways, and future educational endeavors.
This enrollment pattern underscores the significance of effective educational leadership,
curriculum planning, and student support mechanisms in facilitating smooth transitions and
successful outcomes for students across grade levels.

Hence, the demographic characteristics provide a comprehensive picture of the participants in

the study, shedding light on gender dynamics, age diversity, teaching experience, leadership
roles, and student profiles within the educational context of Kitwe District. These insights
serve as foundational elements for analyzing the impact of educational leadership on learner
performance and shaping strategic initiatives for enhancing teaching and learning outcomes
in secondary schools.

5.2 Correlation Between Principal Leadership Styles And Students' Academic

Achievement.
In analyzing the findings regarding the correlation between principal leadership styles and
students' academic achievement, it's essential to contextualize them within the existing
literature on educational leadership, particularly focusing on instructional, transformational,
distributed, and integrated leadership styles, as well as their impact on learner outcomes.
Additionally, considering the African and Zambian perspectives on educational leadership
provides a nuanced understanding of how these leadership styles manifest in the local context
and their influence on student performance.

The findings from interviews with staff members in the Kitwe District reveal a range of
perceptions regarding the relationship between teachers and school principals. While some
reported a very close or somewhat close relationship, indicating positive rapport and effective
communication, others mentioned a neutral, somewhat distant, or very distant relationship.
This aligns with previous research highlighting the importance of strong teacher-principal
relationships, often associated with transformational and participative leadership styles
(Leithwood, Sun et al., 2020). Transformational leaders, by inspiring and motivating their

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staff, can foster a culture of collaboration and shared vision, ultimately contributing to
improved student achievement (Bass & Riggio, 2006).

Regarding student involvement in decision-making processes, the findings indicate varying

levels of engagement across schools. While some schools involve students often or always,
others do so rarely or never. This aligns with literature emphasizing the importance of
participative leadership styles, where decision-making is shared and collaborative (Elmore,
2000). Schools that encourage student involvement in decision-making processes often
exhibit characteristics of distributed leadership, fostering trust and collaboration among
stakeholders (Harris, 2013).

The perception of how well school principals understand the needs and concerns of students
also reflects leadership effectiveness. The majority of pupils reported that their principals
understand these concerns extremely or very well. This aligns with the literature highlighting
the role of educational leaders in creating a supportive and conducive learning environment
that addresses the holistic needs of students (UNESCO, 2021). Principals who demonstrate
empathy and understanding contribute to a positive school climate, impacting student well-
being and academic performance (Oplatka, 2009).

Analyzing the leadership styles prevalent in the school administration reveals a mix of
transformational, participative, autocratic, and laissez-faire styles. Transformational
leadership, characterized by inspiring and motivating behaviors, has been associated with
positive outcomes in terms of teacher practices, school conditions, and student achievement.
Participative leadership, on the other hand, fosters collaboration and shared decision-making,
contributing to a sense of ownership and engagement among staff members (Spillane et al.,
2001). The presence of different leadership styles reflects the complexity of leadership
behaviors and their impact on school dynamics and student outcomes.

Regarding leadership support for professional development, the findings show varying
degrees of support across schools. While some participants perceived strong support, others
felt support was moderate or slight. Effective leadership involves prioritizing teacher
professional development, as it directly influences instructional practices and student learning
(Robinson et al., 2008). Leaders who invest in professional growth opportunities contribute to
a skilled and motivated teaching workforce, ultimately benefiting student achievement
(Harris, 2013).

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In comparing the findings with the literature review, it's evident that the observed leadership
styles and practices align with established frameworks and theories of educational leadership.
Transformational and participative leadership styles, known for their positive impact on
organizational climate and student outcomes, are reflected in the positive teacher-principal
relationships, student involvement in decision-making, and perceived understanding of
student concerns. However, the presence of autocratic and laissez-faire leadership styles also
highlights the diversity of leadership approaches within educational contexts, each with its
implications for school culture and student achievement (Leithwood, Sun et al., 2020).

The African and Zambian views on educational leadership further emphasize the importance
of culturally relevant pedagogy, community engagement, and addressing socio-economic
disparities. Effective educational leaders in these contexts demonstrate a holistic approach
that considers not only academic outcomes but also the well-being and development of
students within their communities. This aligns with the global understanding of educational
leadership as a multifaceted endeavor that goes beyond administrative tasks to encompass
vision-setting, resource allocation, collaboration, and continuous improvement (Bass &
Riggio, 2006).

Hence, the findings from the study provide valuable insights into the complex dynamics of
educational leadership and its impact on learner performance, underscoring the need for
collaborative, student-centered, and culturally responsive leadership practices to promote
positive outcomes in secondary schools.

5.3 Impact of Teacher Leadership Roles on the Overall Performance of Learners.

The findings from the interviews with administrators, teachers, and focus group discussions
with learners shed light on the impact of teacher leadership roles on pupils' performance in
secondary schools, aligning with existing literature on teacher leadership and its influence on
student achievement. Administrators highlighted the importance of good leadership in
fostering a positive learning environment through open communication, professional
development opportunities, student-centered policies, and recognition of academic
achievements. This resonates with the literature that emphasizes teacher leadership's role in
enhancing teaching and learning practices, ultimately leading to improved student outcomes
(Shaked, 2018).

Similarly, teachers emphasized the significance of effective educational leadership in setting

clear goals, fostering continuous improvement, supporting instructional strategies, ensuring

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equitable access to resources, and involving students in decision-making processes. These
aspects of teacher leadership align with the evolving understanding of teacher leadership
beyond formal roles, emphasizing professionalism, collegiality, and shared responsibilities in
school improvement efforts (Elmore, 2000).

The focus group discussions with learners further reinforced the importance of leadership
roles in creating conducive learning environments, promoting supportive mentorship,
inclusive decision-making, equitable opportunities, and collaborative partnerships between
teachers and students. These aspects of teacher leadership are crucial in enhancing school
effectiveness and improving student learning outcomes, as emphasized in various literature
reviews on teacher leadership and its potential to positively impact student achievement (Seif,
2009).

The responses from administrators, teachers, and learners underscore the interconnectedness
between effective teacher leadership practices and student academic performance. The
literature on teacher leadership has long advocated for empirical research to establish a more
concrete connection between teacher leadership and student outcomes, and recent studies
have started to address this gap (Bass & Riggio, 2006). The findings from this study align
with the theoretical understanding of teacher leadership's role in school improvement efforts
and emphasize the need for further empirical investigations to comprehensively evaluate its
impact on student achievement.

5.4 The Perceptions of Students and Teachers Regarding the Impact of Leadership on
Learning.
The perceptions of students and teachers regarding the impact of leadership on learning
highlight several key themes that align with existing literature on educational leadership and
its influence on student outcomes. Participants emphasized the role of effective leadership in
creating a positive learning environment that motivates students to excel academically. This
aligns with literature that discusses how encouragement, support, and enthusiasm for learning
can foster a mindset of continuous improvement and achievement among students (Shaked,
2018). The emphasis on clear goals, transparent communication, and accountability also
resonates with the literature's focus on leadership's ability to provide a roadmap for success
and enhance student focus and drive (Elmore, 2000).

Moreover, participants highlighted the direct influence of leadership on teacher morale and
commitment, which subsequently impacts student engagement and achievement. Supportive

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and empowering leadership practices were seen as crucial in creating a positive school
culture that enables teachers to effectively engage students and improve outcomes. This is
consistent with literature that emphasizes the relationship between leadership practices,
school culture, teacher effectiveness, and student outcomes (Seif, 2009).

The responses from teachers further underscored the importance of clear leadership direction
in empowering teachers to deliver quality education and inspire students to reach their
potential. Collaborative environments, aligned teaching strategies, support for professional
development, and boosting teacher morale were all identified as key elements influenced by
effective leadership, aligning with the literature's discussion on the role of leadership in
enhancing teaching practices and student learning outcomes (Bass & Riggio, 2006).

The focus group discussions provided additional insights into how good leadership
encourages student engagement, addresses student needs, fosters a sense of belonging and
motivation, builds trust and confidence, and values diverse perspectives. These aspects of
leadership impact learning outcomes by creating inclusive and supportive learning
environments that cater to the diverse needs of students, which is consistent with literature on
the importance of inclusive leadership and its impact on student success (Shaked, 2018).

Hence, the findings from the perceptions of students and teachers regarding the impact of
leadership on learning align well with existing literature on educational leadership, school
culture, teacher effectiveness, and student outcomes. The discussion highlights the
interconnectedness between effective leadership practices and positive learning environments
that contribute to improved student engagement, motivation, and achievement.

4.6 Suggestions for Improvement

The suggestions provided by administrators, teachers, and focus group discussions all
converge on key areas for improving the learning environment and enhancing student
outcomes. These suggestions include implementing more interactive teaching methods,
providing updated learning resources, offering personalized academic support programs,
enhancing communication channels between students and teachers, prioritizing professional
development for teachers, strengthening mentorship programs, creating collaborative spaces
for students, offering additional tutoring sessions, providing regular feedback to students,
ensuring transparent communication, involving teachers in decision-making processes,
integrating real-world applications into lessons, organizing extracurricular activities for

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holistic development, establishing mentorship programs among students, and encouraging a
culture of continuous learning through regular workshops and training sessions on innovative
teaching methods. These suggestions collectively emphasize the importance of student-
centered approaches, personalized support, effective communication, collaboration, and
ongoing professional development for both teachers and students to create a positive and
conducive learning environment that fosters academic success and holistic growth.

5.7 summary of the chapter

Chapter Five delves into a comprehensive discussion and analysis of the collected data from
four selected secondary schools in Kitwe District, focusing on administrators, teachers, and
pupils. The chapter begins by examining demographic characteristics such as gender
distribution, age ranges, years of teaching experience, current positions held, age groups,
grades/classes, and perceptions regarding academic success and school atmosphere. These
demographic insights are then analyzed alongside the identified themes addressing the
research objectives, which include the correlation between principal leadership styles and
students' academic achievement, the impact of teacher leadership roles on learner
performance, the role of school management practices in shaping academic outcomes, and
perceptions of students and teachers regarding leadership's impact on learning. The analysis
reveals a gender disparity among educators, a diverse range of ages and teaching experiences,
and a hierarchical distribution in leadership positions. Students show a balanced gender
representation and varied age groups across grade levels. The correlation between principal
leadership styles and academic achievement emphasizes the importance of transformational
and participative leadership styles, student involvement in decision-making, and empathetic
understanding of student concerns. Teacher leadership's impact on learner performance is
highlighted through open communication, professional development, student-centered
policies, and collaborative partnerships. The perceptions of students and teachers echo the
significance of effective leadership in creating positive learning environments, fostering
motivation, addressing student needs, and promoting inclusive and supportive cultures.
Finally, suggestions for improvement converge on enhancing teaching methods, providing
personalized support, strengthening communication and collaboration, prioritizing
professional development, and fostering a culture of continuous learning, all aimed at
creating a conducive environment for academic success and holistic growth among students.

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CHAPTER SIX: CONCLUSION AND RECOMMENDATION

6.0 Introduction
This chapter focus on the conclusion based on the discussion of the study and presented the re
commendations.

6.1 Conclusion
The discussion and analysis of findings in this research provide a comprehensive
understanding of the impact of educational leadership and management practices on learner
performance in secondary schools within Kitwe District, Copperbelt, Zambia. The research
objectives, outlined in the methodology, were to explore the correlation between principal
leadership styles and students' academic achievement, analyze the impact of teacher
leadership roles on learner performance, examine the role of school management practices in
shaping students' academic outcomes, and understand the perceptions of students and
teachers regarding the impact of leadership on learning. Through a detailed analysis of
demographic characteristics, participant perceptions, and alignment with existing literature,
this research has effectively met its objectives. Firstly, the demographic characteristics
revealed insights into gender distribution, age diversity, teaching experience, leadership roles,
and student profiles within the educational context of Kitwe District. These insights provided
a foundational understanding of the participants' backgrounds and positions within the
schools, setting the stage for analyzing the impact of leadership on learning.

The correlation between principal leadership styles and students' academic achievement was
analyzed by contextualizing the findings within established frameworks of educational
leadership. The research findings reflected a mix of leadership styles, including
transformational, participative, autocratic, and laissez-faire, each with varying implications
for school dynamics and student outcomes. The analysis highlighted the importance of
collaborative, student-centered, and culturally responsive leadership practices in promoting
positive outcomes in secondary schools.

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The impact of teacher leadership roles on learner performance was explored through
interviews, discussions, and perceptions from administrators, teachers, and students. The
findings emphasized the crucial role of teacher leadership in creating conducive learning
environments, fostering student engagement, addressing student needs, and promoting
holistic development. The research findings align with existing literature on teacher
leadership and its influence on student achievement, underscoring the need for further
empirical investigations to comprehensively evaluate its impact.

The perceptions of students and teachers regarding the impact of leadership on learning
provided valuable insights into how effective leadership practices contribute to positive
learning environments, student engagement, motivation, and achievement. The discussions
and analysis highlighted the interconnectedness between leadership practices, school culture,
teacher effectiveness, and student outcomes, emphasizing the importance of inclusive,
supportive, and student-centered leadership approaches. This research has successfully met
its objectives by providing a thorough discussion and analysis of findings related to
educational leadership and its impact on learner performance in secondary schools. The
suggestions for improvement, derived from participant insights, further contribute to
enhancing the learning environment and student outcomes, emphasizing the continuous need
for student-centered, collaborative, and innovative approaches in educational leadership and
management.

Recommendations based on the findings of this study:

Promotion of Inclusive Leadership Practices: Educational institutions in Kitwe District

should prioritize the adoption of inclusive leadership practices that value diverse
perspectives, promote collaboration, and foster a sense of belonging among all stakeholders.
This includes ensuring equitable opportunities, transparent communication, and involving
students, teachers, and administrators in decision-making processes. By embracing inclusive
leadership, schools can create a more supportive and empowering environment that enhances
learning outcomes for all.

Enhanced Professional Development Initiatives: School administrators should prioritize

professional development initiatives for teachers that focus on innovative teaching methods,
student-centered approaches, and personalized academic support programs. By providing
ongoing training, mentorship, and access to updated learning resources, educators can

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improve their instructional strategies, cater to diverse student needs, and create engaging
learning experiences that enhance student performance.

Strengthened Collaboration and Communication Channels: There is a need to strengthen

collaboration and communication channels between teachers, students, and administrators.
This includes creating more collaborative spaces for students, offering additional tutoring
sessions, providing regular feedback on student progress, and involving teachers in decision-
making processes. By fostering a culture of open communication and collaboration, schools
can address challenges more effectively and create a positive school culture that supports
student success.

Integration of Real-World Applications and Holistic Development: Schools should focus

on integrating real-world applications into lessons and organizing extracurricular activities
that promote holistic development among students. Establishing mentorship programs where
older students can support younger ones academically and personally can also contribute to a
supportive learning environment. By providing opportunities for practical learning
experiences and holistic development, schools can better prepare students for future
challenges and success.

Future Research Recommendation:

Longitudinal Study on Leadership Impact: Conduct a longitudinal study to track the long-
term impact of different leadership styles and practices on student academic achievement and
overall school success. This would provide valuable insights into the sustained effects of
leadership interventions and strategies over time, helping to inform evidence-based
leadership practices in educational settings.

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APPENDIX IV: PARTICIPANT INFORMATION SHEET

Introduction

Hello, my name is ………………… from ………….. University and I am carrying out

research on Impact of Educational Leadership on Learner's Performance in Secondary
Schools: A Case Study of Kitwe District Copperbelt Zambia.

Purpose of Study

To gain a deeper understanding of the impact of educational leadership on learner's

performance in secondary schools: a case study of Kitwe District Copperbelt Zambia.

Study Procedures

If you choose to participate, you will be to answer a series of questions either through a semi-
structured interview or by completing a questionnaire.

Confidentiality

Your privacy and confidentiality will be strictly protected throughout this study. Only the
researchers involved in the study will have access to the collected data.

Study Benefits

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This study will contribute to the impact of educational leadership on learner's performance in
secondary schools: a case study of Kitwe District Copperbelt Zambia.

Study Risks

There are no health risks associated with participating in this study.

APPENDIX II: QUESTIONNAIRES

Introduction:

Thank you for participating in this survey. Your insights as an educator are crucial for underst
anding the impact of educational leadership on learner performance in secondary schools. Ple
ase provide honest and thoughtful responses. Your individual responses will remain confident
ial.

Section 1: Demographic Information

1.1 Name of School: ____________________________

1.2 How many years of teaching experience do you have? __________

1.3 What is your current position at the school?

A. classroom teacher,
B. department head
C. senior teacher
D. deputy headteacher
E. headteacher teacher
F. other specification_________

Section 2: Educational Leadership

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2.1 How would you describe the relationship between teachers and the school
principal/headteacher?

A. Very distant
B. Somewhat distant
C. Neutral
D. Somewhat close
E. Very close

2.2 In your opinion, does the school leadership encourage student involvement in decision-
making processes?

A. Never
B. Rarely
C. Sometimes
D. Often
E. Always

2.3 How well do you think the school principal/headteacher understands the needs and
concerns of students?

A. Not at all
B. A little
C. Moderately
D. Very well
E. Extremely well

2.4 How would you describe the leadership style of the school administration?

A. Transformational

B. Transactional

C. Laissez-faire

D. Autocratic

E. Participative

F. Other (please specify): _______________

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2.5 To what extent do you believe the school's leadership supports professional development f
or teachers?

A. Not at all

B. Slightly

C. Moderately

D. Very much

E. Extremely

2.6 In your opinion, how does the leadership encourage a positive learning environment for b
oth teachers and students?

…………………………………………………………………………………………………
…………………………………………………………………………………………………

Section 3: Impact on Student Performance

3.1 How do you perceive the relationship between effective educational leadership and studen
t academic performance?

A. Strongly Positive

B. Positive

C. Neutral

D. Negative

E. Strongly Negative

3.2 In your experience, have there been any specific leadership practices or strategies that pos
itively impacted student performance? Please provide examples.

…………………………………………………………………………………………………
………………………………………………………………………………………………..

Section 4: Challenges and Suggestions

4.1 What challenges, if any, do you face in implementing effective educational leadership pra
ctices in the school?

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…………………………………………………………………………………………………
………………………………………………………………………………………………..

4.2 What suggestions do you have for improving the impact of educational leadership on lear
ner performance?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..

Questionnaire for Pupils

Introduction:

Thank you for taking the time to participate in this survey. Your experiences and opinions as a
student are important for understanding how educational leadership influences learner perfor
mance. Please answer the questions honestly, and your responses will be kept confidential.

Section 1: Personal Information

1.1 Grade/Class: _______________

1.2 Age: _______________

1.3 Gender:

A. Male

B. Female

Section 2: Learning Environment

2.1 How would you describe the overall atmosphere of your school?

A. Very Positive

B. Positive

C. Neutral

D. Negative

E. Very Negative

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2.2 Do you feel that your teachers and school administrators care about your academic succes
s?

A. Strongly Agree

B. Agree

C. Neutral

D. Disagree

E. Strongly Disagree

2.3 In your opinion, how does the school's leadership contribute to creating a positive learnin
g environment?

…………………………………………………………………………………………………
…………………………………………………………………………………………………

Section 3: Teacher Impact

3.1 Can you identify a teacher or teachers who have positively influenced your learning exper
ience? If yes, how?

…………………………………………………………………………………………………

3.2 How often do you receive feedback on your academic performance from your teachers?

A. Always

B. Often

C. Occasionally

D. Rarely

E. Never

Section 4: Suggestions for Improvement

4.1 What suggestions do you have for improving the overall learning environment in your sch
ool?

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4.2 How do you think the school's leadership could better support students in their academic j
ourney?

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