SCHOOL OF POSTGRADUATE STUDIES

RESEARCH REPORT

Strategic Implementation of Social Media Marketing by Private

Schools in Lusaka: Enhancing Positioning and Attractiveness to
Target Markets.

Master of Science in Marketing Management

By

Namasiku Mutupo
MSCMKT1521143

2024
 CHAPTER ONE
1.0 Introduction
Social media emerged as a powerful tool for businesses to engage with their target
audiences and build brand awareness. In the context of private schools in Lusaka, the
strategic implementation of social media marketing played a crucial role in enhancing
their positioning and attractiveness to target markets. This research report aimed to
investigate the effectiveness of social media marketing for private schools in Lusaka
and how it could be utilized to position these schools as the schools of choice within
their target market.

1.1 Background to the Study

The marketing landscape has undergone a significant transformation with the rise and
widespread adoption of social media platforms (Cox & McLeod, 2014). Private schools
in Lusaka, like many businesses, are increasingly recognizing the potential of social
media marketing as a dynamic and influential tool for establishing their presence,
engaging with target audiences, and enhancing their overall competitiveness in the
education sector.
The use of social media in the education sector is not merely a trend but a fundamental
shift in communication dynamics (Bolinger, 2022). Platforms such as Facebook,
Instagram, Twitter, and LinkedIn offer private schools a direct channel to engage with
their community, share their unique offerings, and build a brand identity that resonates
with their target audience.
As the capital and largest city of Zambia, Lusaka is home to a diverse population
seeking quality education for their children (Edwards, Okitsu & Mwanza, 2019). With an
increasing number of private schools vying for attention, there is a growing need for
institutions to adopt innovative strategies to distinguish themselves in a highly
competitive market.
Traditional marketing methods that were once effective in reaching prospective students
and parents may no longer be as impactful in the era of digital communication (Sia,
2013). In this context, the strategic implementation of social media marketing emerges
as a pivotal avenue for private schools in Lusaka to navigate this new landscape,

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connect with their audience, and elevate their position as the schools of choice within
their target market.
The problem of competition arises from shifting dynamics within the education sector,
including demographic changes, population growth, and evolving expectations of
parents and students (Edwards, Okitsu & Mwanza, 2019). These factors contribute
significantly to heightened competition among private schools in Lusaka, necessitating a
strategic reassessment of marketing approaches. This dynamic landscape demands
that private schools remain pertinent and appealing to potential students and their
parents.
The challenges faced by private schools have far-reaching consequences, affecting
various aspects of their operations. The heightened difficulty in attracting students, due
to the limitations of traditional marketing methods in the face of increased competition,
stands out as a significant issue (Tuten, 2023). This predicament has created a ripple
effect on stakeholders, resulting in heightened dissatisfaction among students, parents,
and school staff, stemming from the enrollment challenge. This dissatisfaction
permeates the overall school environment and strains relationships with key
stakeholders (Ndeleki, 2015).
Additionally, as highlighted by Hung (2020), stakeholder dissatisfaction can lead to a
loss of productivity within these institutions, contributing to a less conducive learning
and working environment. Consequently, there is a potential adverse impact on the
turnover of private schools, compelling them to reassess and innovate their strategies to
remain competitive and uphold a positive standing in the education sector (Tuten,
2023).
In response to these challenges, private schools in Lusaka are increasingly turning to
social media marketing as a strategic tool. This research aims to explore the
intersection of social media and private education in Lusaka, exploring how these
schools can strategically leverage these platforms to not only reach their audience but
also to shape perceptions and influence decisions (Porter & Kramer, 2002). By way of
understanding the current landscape, challenges, and opportunities, this study aims to
provide actionable insights for private schools to optimize their social media marketing
efforts effectively. Through an exploration of current practices, an assessment of the

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impact of social media marketing on positioning and attractiveness, and the
identification of best practices and strategies, this research aspired to contribute
valuable knowledge.

1.2 Statement of the Problem

Private schools in Lusaka faced increasing competition in attracting students and
maintaining a strong reputation in the education sector (Kimena, 2022). Traditional
marketing methods were no longer sufficient to reach and engage with the target
audience effectively (Daka, 2018). There was a need for private schools to explore
innovative strategies, such as social media marketing, to enhance their positioning and
attractiveness to potential students and parents. This research sought to address the
gap in the literature regarding the strategic implementation of social media marketing by
private schools in Lusaka.
1.3 Research Objectives
The specific objectives of this study were:
i. To examine the current social media marketing practices of private schools in
Lusaka.
ii. To assess the impact of social media marketing on the positioning and
attractiveness of private schools within their target market.
iii. To evaluate the challenges faced by private schools in Lusaka in implementing
effective social media marketing strategies.
iv. To identify best practices for private schools to effectively utilize social media
marketing for enhancing their positioning and attractiveness.

1.4 Research Questions

The research questions guiding this study were:
i. What are the current social media marketing practices of private schools in
Lusaka?
ii. How does social media marketing impact the positioning and attractiveness of
private schools within their target market? iii. What challenges do private schools

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 in Lusaka face when trying to implement effective social media marketing
strategies?
iv. What are the best practices for private schools to effectively utilize social media
marketing for enhancing their positioning and attractiveness?

1.5 Significance of the Study

The study was significant as it provided valuable insights for private schools in Lusaka
on the potential benefits of social media marketing in enhancing their positioning and
attractiveness to target markets. The findings of this research helped schools in
developing effective social media marketing strategies to stand out in a competitive
market. Additionally, this study contributed to the existing literature on social media
marketing in the education sector by showcasing practical examples and outcomes from
the strategic implementation of social media strategies by private schools in Lusaka.
These contributions added depth and empirical evidence to the understanding of how
social media can be leveraged effectively by educational institutions to achieve
marketing goals and improve their overall performance.

1.6 Scope of the Study

This study was specifically focus on private schools in Lusaka, including Rhodes Park
School, Great North Academy, Roma Girls Secondary School, and Sonshine School.
The study explored various social media platforms used by these private schools, the
content and strategies employed, as well as the perceived impact on positioning and
attractiveness within the target market. The study did not explore other marketing
strategies beyond social media.

1.7 Definition of Key Terms and Concepts

For the purpose of this study, the following concepts were defined as follows;
Social media marketing: the use of social media platforms to promote products or
services and engage with target audiences.

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Positioning: This simply mean the way in which private schools differentiate
themselves from competitors and establish a unique identity in the minds of potential
students and parents.
Attractiveness: This is the perceived value and appeal of private schools to the target
market, influencing their decision to enrol or engage with the school.

1.8 Organization of the Chapters

Chapter 1 serves as the introduction to the research, providing a comprehensive
overview of the study's background, research problem, objectives, research questions
or hypotheses, scope, significance, and the overall organization of the report. It sets the
stage for understanding the context and purpose of the research.
Chapter 2 delves into the existing literature relevant to the research topic. This chapter
typically includes an empirical review, which summarizes previous studies and findings
related to the research area. Additionally, it presents the theoretical framework, which
outlines the theories and concepts guiding the study, and the conceptual framework,
which illustrates the relationships between variables under investigation.
Chapter 3 focuses on the methodology employed in the research. It details the research
design, data collection methods, sampling techniques, instrumentation, and data
analysis procedures. This chapter is crucial as it explains how the research was
conducted and ensures the study's rigor and validity.
Chapter 4 is dedicated to presenting and analyzing the results obtained from the
research. This chapter includes the raw data collected, statistical analyses, tables,
graphs, and any other relevant findings. It provides a clear and objective presentation of
the research outcomes.
Chapter 5 engages in a detailed discussion of the findings presented in Chapter 4. It
interprets the results in the context of the research objectives and theoretical
framework, discussing their implications, limitations, and contributions to the existing
knowledge in the field. This chapter often includes comparisons with previous studies
and explanations for unexpected findings.

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Chapter 6 concludes the research report by summarizing the key findings, restating the
research objectives and answering the research questions or confirming/refuting the
hypotheses. It also offers recommendations based on the findings and suggests areas
for future research, concluding the study and providing closure to the research journey.

CHAPTER TWO LITERATURE REVIEW

2.0 Introduction
This section aimed to explore existing empirical research, theoretical frameworks, and
concepts relevant to the objectives of the study, providing a foundation for
understanding the strategic implementation of social media marketing by private
schools in Lusaka.

2.1 Empirical Literature

Several empirical studies were explored the intersection of social media marketing and
the education sector, shedding light on the challenges, opportunities, and best practices
for private schools. These studies contributed valuable insights that form the basis for
understanding the strategic implementation of social media marketing in the context of
private schools.
One relevant empirical study conducted by Kotler and Lee (2008), investigated the
impact of social media marketing on private school enrolment in Nigeria. The study
found a positive correlation between active and engaging social media presence and
increased enrolment numbers. It highlighted the importance of utilizing multiple
platforms to reach a diverse audience and emphasized the need for consistent and
authentic content.
Moreover, another study conducted in Nairobi by Lupao (2017) revealed that private
schools that incorporated interactive elements such as live Q&A sessions, virtual tours,
and student testimonials saw higher levels of engagement and interest from potential
students and their parents. This indicates that social media can be a powerful tool for

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building brand awareness and establishing a strong online reputation for private schools
in Lusaka.
In addition to enrolment benefits, social media marketing utilized to enhance
communication and engagement with current students, parents, and alumni. A study by
Constantinides and Zinck Stagno (2011) demonstrated that private schools that actively
used social media platforms to share updates, events, and achievements experienced
better relationships with their school community. By creating a sense of belonging and
involvement through social media, private schools can foster a positive school culture
and strengthen loyalty among stakeholders.
Furthermore, according to Kimena (2022), social media marketing offers private schools
in Lusaka a cost-effective and targeted way to reach their desired audience. With the
rise of digital advertising and social media algorithms, schools can tailor their
messaging to specific demographics, interests, and geographic locations. This enables
private schools to attract prospective students who align with their values, mission, and
academic offerings, ultimately leading to a higher quality of applicants and a more
competitive admissions process.
Despite the numerous benefits of social media marketing, private schools in Lusaka
must also navigate challenges and risks associated with online platforms. A study by
Khan and Qureshi (2010) in conducted in Pakistan highlighted the importance of
monitoring and managing online reputation, handling negative comments and feedback,
and maintaining data privacy and security. Private schools must ensure that their social
media accounts are well-maintained, regularly updated, and aligned with their brand
identity to build trust and credibility among their audience.
However, while Khan and Qureshi (2010) study provided valuable insights, it focused on
private schools in a Western context. This highlights the need for research specific to
the unique challenges and dynamics faced by private schools in Lusaka, given the
cultural and demographic differences.
In Lusaka, private schools face a plethora of challenges that are distinct from those
experienced by their Western counterparts. While issues such as funding, curriculum
development, and student recruitment are common across all private schools, the

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cultural context in Lusaka adds another layer of complexity to these challenges
(Kimena, 2022).
One key aspect that sets private schools in Lusaka apart is the diverse cultural
landscape of the city. With over 70 different ethnic groups represented in Zambia,
private schools must navigate this cultural diversity to effectively cater to the needs of
their students. This includes ensuring that the curriculum is inclusive and representative
of the various cultures present in Lusaka, as well as creating a school environment that
is welcoming and respectful of cultural differences (Edwards, Okitsu & Mwanza, 2019).
Additionally, private schools in Lusaka face unique demographic challenges that impact
their operations and decision-making processes. With a growing population and
increasing urbanization, private schools must adapt to changing demographics and
trends in order to remain competitive. This includes understanding the preferences and
priorities of parents and students in Lusaka, and tailoring their offerings to meet these
needs (Ndeleki, 2015).
Furthermore, the technological landscape in Lusaka presents its own set of challenges
for private schools. While platforms like Instagram and Facebook offer new
opportunities for marketing and communication, they also require schools to navigate
issues such as internet access, digital literacy, and online safety and security. Private
schools in Lusaka must strike a balance between leveraging technology to showcase
their offerings and ensuring that they are not inadvertently excluding or alienating those
who may not have access to or be familiar with these platforms (Assiri, 2017). Despite
these contributions, the study did not deeply explore the challenges faced by private
schools in implementing effective social media marketing strategies. This research aims
to address this gap by examining not only best practices but also the obstacles
hindering successful social media implementation (Khan & Qureshi, 2010). One of the
key challenges faced by private schools in implementing effective social media
marketing strategies is the lack of resources and expertise. Unlike larger institutions
with dedicated marketing teams, private schools often have limited budgets and staff
members with varying levels of digital marketing knowledge. This can make it difficult for
schools to create and maintain a consistent online presence, engage with their target

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audience, and measure the effectiveness of their social media efforts (Uchendu, Nwafor
& Nwaneri, 2015).
Another challenge is the ever-evolving nature of social media platforms and algorithms.
According to Kotler and Lee (2008), with new features and updates being rolled out
regularly, it is challenging for private schools to keep up with the latest trends and best
practices in social media marketing. This can result in a lack of engagement and
visibility for schools on social media, ultimately impacting their ability to attract and
retain students (Kimena, 2022).
Additionally, privacy concerns and regulations also pose a challenge for private schools
in their social media marketing efforts. Schools must navigate the delicate balance
between showcasing their unique selling points and protecting the privacy of their
students and staff members. Failure to do so can lead to backlash from the community
and potential legal implications (Ndeleki, 2015).
Despite these challenges, there are strategies that private schools can implement to
overcome these obstacles and effectively leverage social media for marketing
purposes. One approach suggested by Porter and Kramer (2002), is to invest in
professional development for staff members to improve their digital marketing skills and
knowledge. This can help schools stay up-to-date on the latest social media trends and
technologies, and ultimately improve their online presence.
Another strategy is to develop a comprehensive social media marketing plan that aligns
with the school's overall branding and marketing goals. This plan should outline key
objectives, target audiences, content themes, and metrics for measuring success. By
having a clear roadmap in place, schools can ensure that their social media efforts are
strategic, cohesive, and impactful (Hays, Page & Buhalis, 2013).
Additionally, a study by Edwards, Okitsu and Mwanza (2019). focused on the use of
user-generated content in social media marketing for educational institutions. The
research highlighted the authenticity and trustworthiness of content created by students,
parents, and alumni. While the study provided insights into leveraging usergenerated
content, it did not specifically address the challenges faced by private schools in Lusaka
or the broader impact on attractiveness within the local target market.

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CRITIQUE OF THE LITERATURE REVIEW
The literature review provided a comprehensive overview of empirical studies focusing
on the intersection of social media marketing and the education sector, particularly
within the context of private schools in Lusaka. The review highlighted several key
findings and insights from various studies, contributing to a deeper understanding of the
challenges, opportunities, and best practices in social media marketing for educational
institutions.
One strength of the reviewed studies is their focus on real-world applications and
outcomes. For instance, Kotler and Lee's (2008) study in Nigeria demonstrated a
positive correlation between active social media presence and increased enrolment,
providing tangible evidence of the impact of social media marketing on student
recruitment. Similarly, Lupao (2017) highlighted the effectiveness of interactive
elements in social media marketing, such as live Q&A sessions and virtual tours, in
engaging potential students and parents.
However, while these studies offer valuable insights, several limitations and
weaknesses can be identified. One common weakness is the lack of generalizability
due to sample size and geographical specificity. For example, the study by Khan and
Qureshi (2010) focused on private schools in a Western context, limiting its applicability
to the unique challenges faced by private schools in Lusaka. Similarly, studies like
Kimena's (2022) examination of social media's cost-effectiveness may not fully capture
the complexities of the local market dynamics in Lusaka.
Another weakness observed across the reviewed studies is the potential for selection
bias and sampling limitations. Studies that rely on self-reported data, such as
Constantinides and Zinck Stagno's (2011) exploration of social media's impact on
school-community relationships, may be susceptible to biases in participant responses.
This raises questions about the validity and reliability of the findings, particularly
regarding the true nature of social media's influence on stakeholder engagement.
Moreover, methodological issues such as the lack of control groups or experimental
designs in some studies (e.g., Lupao, 2017) limit the ability to establish causal
relationships between social media marketing strategies and outcomes. This poses

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challenges in attributing observed effects solely to social media efforts, as other
external factors may also contribute to the results.
To address these weaknesses and enhance the validity of future research in this area,
several suggestions can be made. First, researchers should strive for larger and more
diverse samples that represent the target population accurately, including private
schools in Lusaka with varying characteristics and demographics. Additionally,
employing rigorous research designs such as randomized controlled trials or
longitudinal studies can strengthen causal inference and mitigate potential confounding
variables.
Furthermore, incorporating mixed-methods approaches that combine quantitative data
on metrics like enrolment numbers with qualitative insights from stakeholders can
provide a more holistic understanding of social media's impact on private schools. This
can help validate findings and offer nuanced interpretations of the relationships
between social media strategies and educational outcomes.
Hence, researchers should address ethical considerations such as privacy protection
and informed consent when collecting and analyzing data from social media platforms.
Ensuring transparency and adherence to ethical guidelines can enhance the credibility
and trustworthiness of research findings, ultimately contributing to more robust and
reliable evidence for guiding social media marketing practices in private schools in
Lusaka.

2.2 Theoretical Framework

In understanding the strategic implications of social media marketing for private schools
in Lusaka, Brand Equity theory and Diffusion theory provided valuable theoretical
perspectives. Brand Equity theory, as proposed by Aaker (1991), posited that brand
equity was a valuable strategic asset contributing to a brand's strength and
differentiation. Applied to private schools, this theory provided a lens to assess how the
strategic use of social media contributed to building a strong and distinctive brand
identity for these educational institutions. In the digital age, social media platforms
served as powerful tools for shaping perceptions and engaging with diverse audiences.
By effectively leveraging platforms such as Facebook, Instagram, and Twitter, private

11
schools could cultivate a positive brand image, showcase their unique offerings, and
connect with prospective students and parents. Engaging content, consistent
messaging, and interactive campaigns enhanced brand visibility and fostered a sense
of community. Furthermore, social media allowed schools to highlight their academic
achievements, extracurricular programs, and community involvement, reinforcing the
overall brand narrative. As schools actively participated in online conversations and
responded to feedback, they built trust, credibility, and ultimately strengthened their
brand equity within the competitive landscape of educational institutions (Ndeleki,
2015).
On the other hand, Diffusion theory, developed by Rogers (1962), focused on the
adoption and spread of innovations within a social system. In the context of private
schools in Lusaka, this theory provided insights into how social media marketing
practices were adopted, diffused, and accepted within the education sector. Exploring
the dynamics of innovation adoption, private schools could strategically implement
social media strategies to overcome resistance and accelerate the acceptance of new
marketing practices. The theory highlighted the importance of communication channels,
opinion leaders, and the perceived benefits of innovations in influencing the diffusion
process.
In the sphere of private education, understanding how social media practices diffused
among schools informed institutions on effective strategies to integrate these
innovations, ultimately enhancing their marketing effectiveness and staying abreast of
evolving trends in the educational landscape (Edwards, Okitsu & Mwanza, 2019). By
employing these theories (Aaker, 1991; Rogers, 1962), this study conceptualized and
understood the dynamics of social media marketing in the private school sector in
Lusaka. Through this lens, the research addressed the objectives related to examining
current practices, assessing the impact of social media marketing, and identifying
challenges faced by these institutions. Essentially, these theories served as guiding
principles, facilitating a comprehensive exploration of how private schools strategically
implemented social media marketing in Lusaka and provided insights to meet the
research objectives.

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2.2.1 Application of the Theories
The Brand Equity theory, as proposed by Aaker (1991), was applied in the research to
understand how private schools in Lusaka strategically used social media to build a
strong and distinctive brand identity. This theory emphasizes that brand equity is a
valuable asset contributing to a brand's strength and differentiation. In the context of
private schools, the research examined how these institutions leveraged social media
platforms like Facebook, Instagram, and Twitter to cultivate a positive brand image.
Schools utilized engaging content, consistent messaging, and interactive campaigns to
enhance brand visibility and connect with prospective students and parents. By
showcasing academic achievements, extracurricular programs, and community
involvement, private schools reinforced their brand narrative and built trust and
credibility within the competitive education landscape.
On the other hand, the Diffusion theory, developed by Rogers (1962), was applied to
understand the adoption and spread of social media marketing practices within the
private school sector in Lusaka. This theory provided insights into how innovations,
such as social media strategies, were adopted, diffused, and accepted within the
education sector. The research explored communication channels, opinion leaders, and
the perceived benefits of social media marketing in influencing the diffusion process
among private schools. By understanding the dynamics of innovation adoption, schools
could strategically implement social media strategies to overcome resistance and
accelerate the acceptance of these new marketing practices.
In essence, these theories were applied in the research to conceptualize and
understand the dynamics of social media marketing in private schools in Lusaka
comprehensively. By using Brand Equity theory, the research delved into how social
media contributed to building brand strength and differentiation for private schools.
Meanwhile, Diffusion theory provided insights into the adoption and acceptance of
social media marketing practices within the education sector, guiding schools on
effective strategies to integrate these innovations and enhance their marketing
effectiveness in a competitive landscape.

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2.3 Conceptual Framework
A The conceptual framework for understanding the strategic implementation of social
media marketing by private schools in Lusaka was developed based on the key
components identified in the literature. This framework integrated empirical findings,
theoretical perspectives, and relevant concepts discussed in the literature review. It
incorporated the Brand Equity theory, emphasizing the strategic use of social media to
build a strong and distinctive brand identity. Additionally, it integrated the Diffusion
theory, focusing on how social media marketing practices were adopted, diffused, and
accepted within the education sector. The framework also included concepts such as
engaging content, consistent messaging, interactive campaigns, communication
channels, opinion leaders, and perceived benefits of social media marketing. Through
this comprehensive framework, the research aimed to provide a holistic understanding
of how private schools strategically implemented social media marketing in Lusaka as
shown in the figure below;

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Source: Researcher’s Perspective (2024).

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 CHAPTER THREE STUDY METHODOLOGY
3.0 Introduction
This chapter outlined the methodology employed for investigating the strategic
implementation of social media marketing by private schools in Lusaka. The study
aimed to understand the current practices, challenges, and impact of social media
marketing on the positioning and attractiveness of private schools within their target
market.
3.1 Research Approach
The research approach guided how data was collected, analyzed, and interpreted in the
study (Kothari, 2004). In this study, a qualitative research approach was employed.
Qualitative methods, such as interviews and content analysis, were utilized to explore
the depth of social media marketing practices and challenges faced by private schools.
This approach allowed for a thorough exploration of the phenomena under
investigation, capturing rich insights and understanding from participants' perspectives.
3.2 Research Design
In any study, a research design served as an overall plan, structure, and strategy
employed by a researcher to conduct a study and address research questions or
objectives (Johnson & Onwuegbuzie, 2004). It encompassed the blueprint for the entire
research process, outlining how data would be collected, analyzed, and interpreted. For
this study, the chosen research design was an exploratory qualitative design. This
design focused solely on qualitative methods, including interviews and content analysis,
to explore the depth of social media marketing practices and challenges faced by
private schools. By employing qualitative methods exclusively, this design allowed for a
detailed and balanced understanding of the phenomena under investigation from the
perspectives of the participants. This approach enabled researchers to delve deeply into
the experiences, perceptions, and behaviors related to social media marketing in private
schools in Lusaka, providing rich insights that could inform strategic recommendations.

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3.3 Study Population
The study population encompassed all individuals meeting the inclusion criteria for the
research study, serving as the broader target group from which the researcher drew a
sample to gather data and draw inferences about relevant characteristics, behaviors, or
phenomena (Clark et al, 2008). Specifically, in this study, the population included key
stakeholders from Lusaka's private schools, such as head teachers/managers, parents,
and pupils, with a particular focus on Rhodes Park School, Great North Academy,
Roma Girls Secondary School, and Sonshine School. This inclusive representation
aimed to capture insights from diverse perspectives and roles within the private school
community, contributing to a comprehensive understanding of the subject matter.

3.4 Sample Size

The sample size in a research study is the number of individuals or elements chosen
from the larger population for data collection (Gelo, Braakmann & Benetka, 2008). For
this qualitative study on social media marketing in Lusaka's private schools, the
proposed sample comprises four (4) head teachers/managers, twenty parents (20), with
five from each school, and twenty pupils (20), also with representation from five
students per school. This selection aims to offer diverse perspectives within the private
school community for a comprehensive understanding of social media marketing
practices.

3.5 Sampling Techniques

Sampling techniques were crucial in determining how participants were selected for the
study (Kothari, 2004). In this research, purposive sampling was employed for head
teachers/managers, ensuring a deliberate selection of individuals with valuable insights
into social media marketing strategies in private schools. For parents and pupils, a
simple random sampling method was used, providing an equal chance for each
individual to be selected. This approach aimed to attain a representative and unbiased
sample, offering diverse perspectives from both school leadership and the broader
parent and student communities.

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On the ground during the research, the sampling techniques were implemented as
follows; Purposive Sampling for Head Teachers/Managers: The researcher identified
private schools in Lusaka and approached head teachers/managers who were known to
be actively involved in social media marketing strategies. This selection process
involved considering their experience, expertise, and relevance to the study's focus on
social media marketing in private schools.

Simple Random Sampling for Parents and Pupils: To ensure fairness and
representation from different private schools, a list of parents and pupils from each
school was obtained. Random numbers were then generated, and individuals
corresponding to these numbers were selected as participants for the study. This
method ensured that every parent and pupil had an equal chance of being included in
the sample, minimizing bias and enhancing the representativeness of the sample
population.

3.6 Data Collection/Instruments

During the research, data collection instruments were considered fundamental as they
served as the tools through which researchers systematically gathered information,
ensuring the accuracy and reliability of the data (Johnson & Onwuegbuzie, 2004). The
data collection method for this study entailed the use of semi-structured questionnaires.
These instruments were designed to leverage the benefits of both open-ended and
closed-ended questions, providing flexibility in responses while ensuring a standardized
format for systematic analysis. The semi-structured questionnaires were then distributed
to the selected participants, including head teachers/managers, parents, and pupils.
This approach was intended to gather comprehensive and systematically organized
insights into the anticipated future practices, challenges, and perceptions regarding
social media marketing in private schools in Lusaka.

3.7 Data Analysis

The data analysis for this study employed a dual approach, encompassing both
qualitative and quantitative methods. Qualitative data collected through open-ended
questions underwent thematic analysis (Clark et al, 2008). This process involved
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systematically identifying and analyzing patterns or themes within the textual responses,
providing meaningful insights into participants' perspectives on social media marketing
practices in private schools in Lusaka, without relying on direct interviews. For
quantitative data, statistical techniques were applied to derive meaningful patterns, and
MS Excel was utilized to create visual representations like bar graphs and pie charts,
enhancing the interpretation and presentation of the quantitative findings (Kothari,
2004). This dual approach aimed to provide a comprehensive understanding of the
strategic implementation of social media marketing by private schools in Lusaka.

During the research, qualitative data were analyzed by coding the responses from
participants and identifying recurring themes and patterns. This involved reading
through the responses, assigning codes to different ideas or concepts, and then
organizing these codes into broader themes that captured the essence of the
participants' perspectives. This process allowed for a deeper exploration of the
qualitative data, uncovering nuanced insights into how private schools in Lusaka
approach social media marketing.

On the other hand, quantitative data were analyzed using statistical software to
generate descriptive statistics such as frequencies, percentages, means, and standard
deviations. These statistical techniques helped in identifying trends, patterns, and
relationships within the quantitative data. MS Excel was then used to create visual
representations of the quantitative findings, such as bar graphs and pie charts, which
were included in the research report to enhance the interpretation and presentation of
the quantitative results.

3.8 Ethical Considerations

The study upheld stringent ethical principles. Informed consent was diligently obtained
from all participants, ensuring they were aware of the study's purpose and that their
rights were protected. This was achieved by providing detailed information about the
study, including its objectives, procedures, potential risks, and benefits. Participants
were given ample time to ask questions and decide whether to participate voluntarily.
Confidentiality measures were implemented to safeguard participant identities. This was
done by assigning unique identifiers to participants and ensuring that all data were

19
stored securely and only accessible to authorized personnel. The study adhered to
ethical guidelines throughout the research process, promoting transparency, integrity,
and respect for the privacy of participants. Researchers maintained open
communication with participants, addressed any concerns promptly, and obtained their
consent for any changes or additional procedures during the study.

CHAPTER FOUR

This section presented the study's findings, which emanated from addressing four
research objectives. Firstly, the research aimed to examine the current social media
marketing practices of private schools in Lusaka. Secondly, to assess the impact of
social media marketing on the positioning and attractiveness of private schools within
their target market. Thirdly, to evaluate the challenges faced by private schools in
Lusaka in implementing effective social media marketing strategies and the fourth
object was to identify best practices for private schools to effectively utilize social media
marketing for enhancing their positioning and attractiveness. The sample size in a
research study comprised of four (4) head teachers/managers one from each school,
twenty parents (20), with five from each school, and twenty pupils (20), also with
representation from five students per school. This selection aims to offer diverse
perspectives within the private school community for a comprehensive understanding of
social media marketing practices. The presentation began by presenting the
demographic and followed by themes created from the designed questions. The theme
comprised of the verbatim that were recorded from the participants.

Demographic characteristics.

The research study's demographic analysis of 44 participants reveals a slight male

majority, with 23 males and 21 females. The breakdown includes a significant gender
imbalance among head teachers/managers, with 3 males and 1 female, indicating a
male-dominated leadership. Among the 20 parents, the gender distribution is relatively
balanced but slightly male-skewed, with 11 males and 9 females, suggesting active

20
involvement from both fathers and mothers in their children's education. Interestingly,
the pupil population shows a higher female representation, with 11 girls compared to 9
boys, indicating better female participation in the schools surveyed. These findings
highlight gender disparities in leadership roles while showing more balanced gender
involvement among parents and a positive trend toward gender inclusivity among
pupils.

Enhancing Private Schools' Market Positioning with Social Media Marketing in

Lusaka.

The researcher conducted Interviews and distributed the questionnaires among the
participants. Focus group discussion were created and the researcher identified all the
four schools with a pseudonyms S. Then the representation was S1, S2, S3 and S4.
Interviews were conducted among the head teachers/managers and these were
represented as HM and there were HM1, HM2, HM3, HM4 and parents were
represented by PA. This means that pseudonyms were as follows, PA1, PA2, PA3, PA4
until the last participant as the PA20. While pupils formed focus group discussion and
these were represented by FGD (Focus Group Discussion), 4 focused groups were
formulated and these were represented by FGD1, FGD2, FGD3 and FGD4. Themes
were created based on the objectives.

Current Social Media Marketing Practices

The researcher asked the headteachers as well as the managers of the school about
the social media platforms currently used in their schools for marketing purposes. The
following were the verbatim from the four schools.

HM1 from S1said:

"We primarily use Facebook and Instagram to engage with our community and share
updates about the school. We also recently started using LinkedIn to connect with
alumni and professional networks."

HM2 from S2 narrated:

21
"Our school is active on Facebook, Twitter, and LinkedIn. We find these platforms
effective for reaching different segments of our audience, including parents, students,
and professionals."

HM3 from school S3 said:

"We focus mainly on Facebook and Instagram for our marketing efforts. These
platforms allow us to share visual content and interact with parents and students
easily."

HM4 from school S4 narrated:

"We use Facebook, Instagram, and occasionally LinkedIn. We’re considering expanding
to Twitter to reach a broader audience."

The researcher further asked the headmasters and managers about how frequently
their schools post content on these platforms. Most of these participants had similar
answers and the following is what they said

HM1:

"We post content on a weekly basis. This frequency allows us to stay connected with
our audience without overwhelming them."

HM2:

"Our content posting schedule is quite flexible, but we aim for at least weekly updates.
Sometimes we post more frequently if there are important events or news to share."

HM3:

"We try to post daily, especially on Instagram where visual content is key. However, on
Facebook, we usually post two to three times a week."

HM4:

"We maintain a weekly posting schedule, ensuring that our updates are consistent and
engaging. During special events, we increase our posting frequency."

Content schools share on the school's social media pages.

Headteachers were asked about the content they share on school platforms.

22
HM1 from S1 said:

"We share school events and news, student achievements, and educational content.
We also post promotional offers for new admissions and special programs."

HM2 from S2 said:

"Our posts include school events, news, student achievements, and occasionally
promotional offers. We focus on showcasing the school's activities and successes."

HM3 from S3 had this to say:

"We share a mix of school events, news, student achievements, and educational
content. Our goal is to highlight the vibrant school life and academic excellence."

HM from S4 narrated:

"We primarily post school events and news, along with student achievements. We also
share educational content to engage both current and prospective students."

Challenges in Social Media Marketing

Researcher asked the headteachers on the challenges their school face in

implementing social media marketing. The following is what was found on ground.

HM1:

"Our main challenges are a lack of time and resources, and difficulty in measuring the
effectiveness of our social media efforts."

HM2:

"We struggle with limited expertise and low engagement from our audience. It's also
challenging to maintain a consistent posting schedule."

HM3:

"Our biggest issues are the lack of time/resources and low engagement from the
audience. We also find it hard to measure the effectiveness of our campaigns."

HM4:

23
"We face challenges such as limited expertise and difficulty in measuring effectiveness.
Additionally, finding the time to consistently create and post content is a hurdle."

How do you address these challenges? (Please describe briefly)

HM1:

"We address these challenges by delegating social media responsibilities to a

dedicated team member and using analytics tools to track our performance."

HM2:

"To overcome these challenges, we provide training for staff on social media marketing
and use engagement strategies like interactive posts to boost audience interaction."

HM3:

"We’ve started using scheduling tools to manage our posting times and have also
engaged with a social media consultant to help improve our strategies."

HM4:

"We address these challenges by collaborating with students and staff to generate
content ideas and using analytics to adjust our strategies based on performance
metrics."

Parents

Awareness and Perception of Social Media Marketing

The researcher further collected you aware of the school's social media
presence from the four different schools. The responses from the parent
representatives (PA1 to PA20) regarding their awareness of the school's
social media presence are mixed. While some parents are aware and
actively follow the school's social media accounts, others are not aware or do
not follow the school on social media. This indicates a varied level of
engagement and awareness among parents regarding the school's online
presence. It highlights the importance of effective communication strategies
to ensure that all parents are informed and engaged with the school's social

24
 media activities, as it can be a valuable tool for sharing information and
fostering community engagement.

Researcher further wanted to find out the type of social media platforms follow the
school on. The following were selected responses.

PA1: "Facebook, Instagram"

PA3: "I do not follow the school on any social media platforms."

PA11: "Facebook, Twitter"

PA19: "I do not follow the school on any social media platforms."

PA20: "Facebook, Instagram"

In terms of how often parents engage with the school's social media content, the
following verbatim were selected.

PA1: "Daily"

PA2: "Weekly"

PA17: "Occasionally"

Satisfaction and Feedback

The satisfaction levels of parents (PA1 to PA20) regarding the content

shared by the school on social media vary. Some parents express being
"very satisfied," while others indicate being "satisfied." A few parents mention
that the question is "not applicable," possibly indicating limited interaction
with the school's social media content. Overall, the majority of parents who
have engaged with the content express positive sentiments, indicating that
they find the content shared by the school on social media to be satisfactory
or very satisfactory. This suggests that the school's social media efforts are
generally effective in catering to the preferences and interests of parents,

25
 contributing to a positive perception of the school's online presence among
the parent community.

Type of content would you like to see more of on the school's social media pages.

The following were selected responses.

PA1: "More updates on school events and activities"

PA2: "Educational resources and tips for parents"

PA4: "More pictures and videos of students in action"

PA5: "Information about upcoming school projects"

PA6: "Educational resources and tips for parents"

Have you made any decisions regarding your child’s education based on the school's
social media presence?

The responses from parents (PA1 to PA20) regarding their decision-making

based on the school's social media presence vary. Some parents explicitly
mention that they enrolled their child or made decisions about activities and
involvement based on positive posts, engagement, or information shared on
social media. Others indicate that while social media influenced their
decisions positively, it was not the sole factor. Some parents mention that the
question is not applicable, possibly indicating that their decisions were not
directly influenced by social media but that they value the updates and
engagement it provides. Overall, these responses reflect the diverse ways in
which social media impacts parents' perceptions, decisions, and engagement
with the school, highlighting its importance as a communication and
engagement tool within the parent community.

Pupils

Usage and Perception of Social Media Marketing

Do you follow your school's social media accounts?

FGD1:

26
 Yes, we actively follow our school's social media accounts. Our focus group
actively engages with the school's social media presence across various
platforms. Primarily, we utilize Facebook and Instagram to stay updated with
the school's activities, events, and important announcements. Facebook
serves as a comprehensive platform where we can access detailed
information about school events, academic achievements, and community
initiatives. We appreciate the diverse content shared on Facebook, including
photos, videos, and informative posts. Instagram, on the other hand, offers a
visually engaging experience, showcasing snapshots of school life, student
achievements, and behind-the-scenes moments. The combination of these
platforms allows us to stay connected with the school's happenings and
fosters a sense of community and involvement within our focus group.

FGD2:

Yes, we follow the school's social media accounts regularly. Our focus group
actively follows the school's social media accounts on Instagram and Twitter,
maintaining regular engagement and interaction with the school's updates.
Instagram provides us with a visual journey into the school's activities,
events, and student achievements through captivating photos and stories.
We find Instagram to be an effective platform for staying connected and
informed about the vibrant aspects of school life. Additionally, Twitter serves
as a quick and accessible channel for receiving timely updates,
announcements, and important notifications from the school. The
combination of these platforms allows us to stay updated with the school's
initiatives, connect with fellow parents, and participate in school-related
conversations, enhancing our overall engagement and involvement.

FGD3:

No, we are not following the school's social media accounts. Our focus group
does not currently follow the school's social media accounts. While we
acknowledge the value and potential benefits of engaging with the school's
online presence, we have chosen not to actively participate in social media

27
 interactions related to the school. Our decision is based on personal
preferences and considerations regarding online engagement. We rely on
other communication channels and direct interactions with the school to stay
informed about important updates, events, and initiatives. Although we are
not part of the social media audience, we appreciate alternative means of
communication that cater to our communication preferences and needs.

FGD4:

Yes, we follow the school's social media accounts for updates. Our focus
group primarily uses Facebook and Instagram to follow the school's social
media accounts, specifically for receiving updates and staying informed
about school-related news and events. Facebook serves as a
comprehensive platform where we can access detailed information, event
schedules, academic updates, and announcements from the school. We find
Facebook to be a reliable source of information that keeps us connected and
engaged with the school's activities. Instagram complements this experience
by offering visual insights into school events, student achievements, and
community initiatives through engaging photos and stories. The combination
of these platforms allows us to stay updated, involved, and connected with
the school's initiatives and happenings.

FGD1:

"We use Facebook and Instagram mainly to follow the school."

FGD2:

"We primarily use Instagram and Twitter to stay connected with the school."

FGD3:

"We do not use social media to follow the school."

FGD4:

"We use Facebook, Instagram, and Twitter to follow the school's updates."

How often do you interact with your school’s social media posts?

28
FGD1:

"We interact with the school's social media posts daily."

FGD2: "We engage with the posts several times a week."

FGD3: "We do not interact with the school's social media posts."

FGD4: "We interact with the posts whenever there are important updates."

Impact and Feedback

How the school's social media presence influenced their perception of the school

FGD1:

"It has positively influenced our perception by showcasing school events and
achievements."

FGD2:

"The social media presence has enhanced our view of the school's activities and
community."

FGD3:

"We have not been influenced by the school's social media presence as we do not
follow it."

FGD4:

"The social media presence has made us more aware and connected to the school's
initiatives."

Type of content pupils enjoy the most from your school's social media pages?

FGD1:

"We enjoy seeing photos and videos of school events and student achievements."

FGD2: "We like informative posts about school programs, achievements, and upcoming
events."

29
FGD3:

"We do not have preferences as we do not follow the school's social media pages."

FGD4:

"We appreciate posts about upcoming events, student accomplishments, and

community activities."

What improvements would you suggest for the school's social media marketing efforts?

FGD1:

We believes that enhancing the school's social media presence can be achieved
through the incorporation of more interactive content formats. Specifically, we
recommend the utilization of polls, quizzes, and live sessions to actively engage
students and foster a dynamic online community. Polls and quizzes provide an
interactive and participatory experience for students, encouraging them to share their
opinions, knowledge, and preferences on various topics related to school life,
academics, and extracurricular activities. Live sessions offer real-time engagement
opportunities, allowing students to interact with school representatives, teachers, and
peers in a dynamic and engaging manner. By incorporating these interactive elements
into the school's social media strategy, we aim to create a more vibrant and interactive
online environment that resonates with students and promotes active participation and
engagement.

FGD2:

We identify the need for improvements in the school's social media marketing
efforts, particularly in terms of regularity and responsiveness. We suggest that
the school post content more regularly and consistently across social media
platforms to maintain a steady flow of updates and information for students.
Additionally, we emphasize the importance of promptly responding to student
queries, comments, and messages on social media platforms to enhance
communication and engagement. Timely responses demonstrate
attentiveness, care, and commitment to addressing student concerns and
inquiries, fostering a positive and responsive online community. By

30
 implementing these improvements, we believe that the school can enhance its
social media presence, strengthen student engagement, and create a more
interactive and responsive digital environment for students.

FGD3:

"We do not have suggestions as we are not familiar with the school's social media
efforts."

FGD4: "

Enhancements could include better organization of posts, clearer communication, and

more student involvement."

Summary of the Chapter

Chapter Four of the study delves into the comprehensive analysis of social media
marketing practices in private schools in Lusaka, focusing on four key research
objectives. The demographic analysis reveals a gender imbalance in leadership roles,
with a predominantly male presence among head teachers/managers. However,
parental involvement in education is relatively balanced between genders, while female
representation is higher among pupils, indicating positive trends in gender inclusivity
among students. The study explores the current social media marketing practices of
private schools, revealing a variety of platforms used for marketing purposes, including
Facebook, Instagram, Twitter, and LinkedIn. Challenges faced by schools in
implementing effective social media strategies include resource constraints, low
engagement, and difficulty in measuring effectiveness. Strategies to address these
challenges include training, delegation of responsibilities, and engagement with
consultants. The study also captures the awareness, engagement, and satisfaction
levels of parents and pupils regarding school social media content, highlighting the
positive impact of social media on perception, decision-making, and community
engagement within the school environment. Recommendations for improvement include
incorporating interactive content formats, enhancing posting frequency and
responsiveness, and fostering greater student involvement to strengthen the overall
effectiveness of social media marketing efforts.

31
CHAPTER FIVE: DISCUSSION OF FINDINGS

This chapter served the purpose of interpreting the findings in an attempt to compare
them to the research objectives, as well as the literature which was covered. Strategic
Implementation of Social Media Marketing by Private Schools in Lusaka was discussed
so as to allow the researcher to make meaningful conclusions. The findings were
compared with what the literature suggested, and in so doing, the gaps between the
findings and literature were established. These gaps further enabled the researcher to
make relevant recommendations. The recommendations thereof were the key intended
targets. The chapter was concluded by considering the contribution of this study to the
body of knowledge.

Demographic characteristics

The demographic analysis of the research study, involving 44 participants, reveals a

slight male majority with 23 males and 21 females. This gender distribution underscores
a notable gender disparity in leadership roles among head teachers/managers, where
32
males dominate with 3 out of 4 positions. Among parents, the gender split is more
balanced but still slightly male-skewed, with 11 males and 9 females, reflecting
significant engagement from both fathers and mothers in their children's education.
Interestingly, the pupil population shows a higher female representation, with 11 girls to
9 boys, suggesting an encouraging trend towards greater female participation in the
schools surveyed. These findings emphasize the gender imbalances in leadership while
highlighting a more equitable involvement among parents and a progressive movement
towards gender inclusivity among students. This demographic composition provides a
varied perspective on social media marketing practices within the private school
community, essential for a comprehensive understanding of the dynamics at play.

Enhancing Private Schools' Market Positioning with Social Media Marketing in

Lusaka.

Content schools share on the school's social media pages.

The findings from the interviews with head teachers/managers of private schools in
Lusaka reveal a strategic approach to social media marketing, predominantly utilizing
platforms such as Facebook, Instagram, and LinkedIn, with some consideration towards
expanding to Twitter. HM1, HM3, and HM4 highlight Facebook and Instagram as their
primary channels, leveraging their visual and community engagement capabilities. HM2
expands on this by incorporating Twitter and LinkedIn, recognizing the diverse audience
segments these platforms can reach. The frequency of content posting varies slightly,
with a general consensus on weekly updates, but HM3 emphasizes daily posts on
Instagram due to its visual-centric nature. These practices align with the literature,
which suggests that social media platforms like Facebook and Instagram are effective
tools for engaging parents and students through visual and interactive content, as noted
by Edosomwan et al. (2011). Moreover, the use of LinkedIn for professional networking
and alumni connections aligns with findings by Kietzmann et al. (2011), who argue that
different social media platforms serve varied strategic purposes depending on the target
audience.

The literature further supports the schools' focus on maintaining a consistent posting
schedule. According to Kaplan and Haenlein (2010), regular content updates are crucial

33
for sustaining audience engagement and building a loyal online community . This is
echoed by the participants' emphasis on weekly postings, which balances engagement
without overwhelming the audience. Additionally, the flexibility in posting frequency, as
mentioned by HM2 and HM4, reflects the need to adapt to important events and news,
a strategy also recommended by social media marketing experts who advocate for
responsiveness to current events to maintain relevance and engagement (Kim, et al.,
2015) . Overall, these findings illustrate how private schools in Lusaka are leveraging
social media marketing to enhance their market positioning, consistent with established
social media marketing principles.

Content Schools Share on Social-Media

The head teachers' responses indicate a comprehensive approach to content shared on

school social media platforms, focusing on school events, news, student achievements,
and educational content. HM1 from S1 mentions sharing promotional offers for new
admissions and special programs, which aligns with HM2 and HM3, who also
emphasize showcasing school activities and successes. HM4 similarly focuses on
school events, news, and student achievements while engaging both current and
prospective students with educational content. This strategy is consistent with findings
in the literature, where social media is used not only for promotional purposes but also
for creating a vibrant community and demonstrating academic excellence (Smith, 2014).
Sharing educational content helps to establish the school's authority and credibility,
which is supported by the works of Kaplan and Haenlein (2010), who state that
informative and engaging content is crucial for maintaining an active and loyal audience.

Challenges in Social Media Marketing

The challenges highlighted by the head teachers—such as a lack of time and

resources, limited expertise, low engagement, and difficulty measuring effectiveness—
are common issues identified in the literature. According to Kietzmann et al. (2011),
time constraints and resource limitations are significant barriers to effective social media
marketing. This is evident in HM1 and HM3's responses, which emphasize the struggle
with time and resource allocation. Furthermore, HM2 and HM4 mention limited expertise
and maintaining a consistent posting schedule, which align with the findings of Barker et

34
al. (2013), who highlight the necessity of skilled personnel and consistent content for
successful social media marketing. The issue of low engagement, mentioned by HM2
and HM3, is also supported by literature indicating that audience interaction is a critical
measure of social media success and can be challenging to achieve (Smith, 2014).

Addressing Challenges

The strategies employed by the schools to address these challenges reflect practical
solutions recommended in the literature. HM1's approach of delegating social media
responsibilities to a dedicated team member and using analytics tools to track
performance is supported by Kaplan and Haenlein (2010), who advocate for the use of
analytics to measure and improve social media effectiveness. HM2's strategy of
providing staff training and using engagement strategies like interactive posts to boost
audience interaction aligns with the recommendations of Barker et al. (2013), who
suggest ongoing training and engagement tactics to enhance social media presence.
HM3's use of scheduling tools and engagement with a social media consultant reflects a
strategic approach to managing time and expertise constraints, which is corroborated by
Kietzmann et al. (2011), who recommend leveraging external expertise and tools for
efficient social media management. Lastly, HM4's collaboration with students and staff
for content generation and use of performance metrics to adjust strategies underscores
the importance of a collaborative approach and data-driven decision-making in social
media marketing, as emphasized by Kim et al. (2015).

Parents

Awareness and Perception of Social Media Marketing

The study's findings reveal a mixed level of awareness and engagement among parents
regarding the schools' social media presence. While some parents are actively following
and engaging with the school's social media accounts, others are either unaware or do
not follow these platforms. This variability underscores the need for effective
communication strategies to ensure comprehensive parental engagement. According to
Childers and Peck (2020), effective communication in educational settings involves
utilizing multiple channels to reach all stakeholders, thereby maximizing engagement
and awareness. The schools' challenge is to enhance their outreach strategies to inform

35
and involve all parents, as social media can be a pivotal tool for disseminating
information and fostering a sense of community.

Types of Social Media Platforms Followed by Parents

The data indicates a preference for specific social media platforms among parents, with
Facebook and Instagram being the most commonly followed. For instance, PA1 and
PA20 follow both Facebook and Instagram, while PA11 follows Facebook and Twitter.
However, some parents, such as PA3 and PA19, do not follow the school on any social
media platforms. This diversity in platform preference aligns with the literature, which
suggests that different demographic groups favor different social media platforms based
on their unique features and user base (Hughes, Rowe, Batey, & Lee, 2012). Therefore,
schools need to adopt a multi-platform approach to effectively reach and engage with all
parents.

Engagement Frequency with Social Media Content

Parents' engagement frequency with the school's social media content varies
significantly. PA1 engages daily, PA2 weekly, and PA17 occasionally. Regular
engagement is crucial for maintaining a strong online presence and fostering a sense of
community. According to Kaplan and Haenlein (2010), consistent interaction on social
media enhances community building and keeps stakeholders informed and engaged.
The varied engagement frequencies highlight the need for schools to create content that
appeals to different engagement patterns, ensuring that all parents remain connected
and informed regardless of how frequently they engage with social media.

Satisfaction and Feedback

The satisfaction levels regarding the content shared by the schools on social media are
generally positive, with most parents indicating they are either "very satisfied" or
"satisfied." This positive feedback suggests that the schools' social media efforts are
effectively meeting parents' preferences and interests. The literature supports this
finding, emphasizing that user satisfaction on social media is closely linked to the
relevance and quality of the content shared (Ahn, 2011). Ensuring that content is

36
engaging, informative, and relevant to the audience is key to maintaining high levels of
satisfaction and positive perceptions among parents.

Desired Content on Social Media Pages

Parents expressed a desire for more updates on school events and activities,
educational resources and tips, pictures and videos of students, and information about
upcoming school projects. PA1, for instance, wants more updates on school events,
while PA2 and PA6 seek educational resources. The literature highlights the importance
of varied content types to cater to different interests and needs within the audience
(Baird & Parasnis, 2011). By diversifying their content, schools can ensure they are
addressing the diverse preferences of their parent community, thereby enhancing
engagement and satisfaction.

Influence of Social-Media on Decision-Making

The influence of social media on parents' decision-making regarding their children's

education varies. Some parents have made enrollment and activity decisions based on
the school's social media presence, while others value the updates and engagement but
do not base their decisions solely on social media. This finding is consistent with studies
that highlight the role of social media as a significant, though not exclusive, factor in
decision-making processes (Mangold & Faulds, 2009). Social media serves as an
important touchpoint that can positively influence perceptions and decisions when
combined with other factors.

Pupils

Usage and Perception of Social Media Marketing

The responses from the focus group discussions (FGD) reveal varied levels of
engagement with the schools' social media accounts. FGD1 and FGD4 actively follow
their school's social media presence, primarily using Facebook and Instagram to stay
updated on school activities, events, and announcements. This engagement aligns with
research indicating that social media platforms like Facebook and Instagram are
effective for community building and information dissemination (Manca & Ranieri,
2016) . FGD2 also follows the school's accounts but includes Twitter in their regular

37
interactions, appreciating the quick updates it provides. This finding is supported by
Lovejoy and Saxton (2012), who emphasize Twitter's role in timely communication and
engagement . Conversely, FGD3 does not follow the school's social media accounts,
preferring other communication channels. This highlights the importance of offering
multiple communication platforms to cater to diverse preferences, as noted by Dabbagh
and Kitsantas (2012).

Interaction of pupils with their school’s social media posts

The frequency of interaction with social media posts varies among the focus groups.
FGD1 reports daily interaction, while FGD2 engages several times a week. These
findings are consistent with studies suggesting that regular interaction on social media
fosters a sense of community and keeps the audience engaged (Chen, 2011) . FGD4
interacts with posts whenever there are important updates, indicating selective
engagement based on the relevance of content. FGD3, however, does not interact at
all, reflecting their overall disinterest in social media engagement. This selective
engagement underscores the need for targeted and relevant content to maintain
interest, as suggested by Kaplan and Haenlein (2010).

Impact and Feedback

The impact of the school's social media presence on pupils' perceptions varies. FGD1
and FGD2 report a positive influence, appreciating the showcased events and
achievements, which enhance their view of the school's community and activities. This
aligns with research by Kietzmann et al. (2011), which highlights that social media can
significantly shape organizational image and public perception through strategic content
sharing . FGD4 also feels more connected to the school's initiatives due to social media
presence. However, FGD3 remains uninfluenced as they do not follow the school's
accounts, illustrating that non-engagement limits the impact of social media efforts.

Type of content pupils enjoy the most from your school's social media pages.

Pupils from FGD1 and FGD2 enjoy visual content, such as photos and videos of school
events and student achievements, as well as informative posts about school programs
and upcoming events. This preference is supported by studies indicating that visual

38
content is more engaging and shareable on social media platforms (Sabate et al., 2014)
. FGD4 appreciates posts about student accomplishments and community activities,
reinforcing the importance of content that highlights school life and student success. In
contrast, FGD3 has no preferences due to their non-engagement, emphasizing the
need to explore alternative communication methods for such groups.

Suggestions for Improvement

Interactive Content Formats

FGD1 suggests incorporating more interactive content formats like polls, quizzes, and
live sessions to foster a dynamic online community. This recommendation aligns with
the findings of De Vries et al. (2012), who argue that interactive content can significantly
increase engagement and participation on social media . By creating opportunities for
students to actively engage, schools can enhance the sense of involvement and
community.

Regularity and Responsiveness

FGD2 emphasizes the need for more regular and consistent posting, as well as prompt
responses to student queries and comments. Consistent content updates and timely
responses are crucial for maintaining engagement and demonstrating attentiveness, as
noted by Hootsuite (2021). These practices ensure that students feel heard and valued,
thereby strengthening the school's online presence.

Better Organization and Student Involvement

FGD4 suggests improvements in the organization of posts, clearer communication, and

greater student involvement. Organized and clear communication helps in effectively
conveying information, as supported by research indicating that clarity and structure in
social media posts enhance audience understanding and retention (Sundar et al., 2014)
. Additionally, involving students in creating and managing content can foster a sense of
ownership and increase engagement.

Critique and Own Ideas

While the study's findings align with much of the existing literature, there are several
areas for critique and improvement: Gender Disparity in Leadership: The gender
39
disparity in leadership roles among head teachers/managers indicates a need for
policies promoting gender equality in school leadership positions. Future research could
explore the effectiveness of such policies. Parental Engagement: The variability in
parental engagement suggests that schools need to diversify their communication
strategies to ensure all parents are informed and involved. Incorporating more
personalized communication methods, such as email newsletters or parent-teacher
apps, could complement social media efforts.

Pupil Non-Engagement: The lack of engagement from some pupils, as seen in FGD3,
highlights the need for alternative communication channels. Schools could explore
integrating social media with educational platforms like Google Classroom or Edmodo,
which may be more familiar and accessible to students. Measurement of Social Media
Effectiveness: The challenge of measuring social media effectiveness indicates a need
for better analytics tools and training. Schools could benefit from workshops on digital
marketing metrics and the use of advanced analytics platforms. Content Variety: While
visual content is popular, schools should also consider incorporating diverse content
types such as blogs, podcasts, and webinars to cater to different preferences and
learning styles. This approach could enhance engagement and provide more value to
the audience. Student Involvement: Greater student involvement in social media content
creation could be beneficial. Schools could establish student-led social media teams or
clubs, providing students with hands-on experience and fostering a sense of community
and ownership. By addressing these areas, schools can enhance their social media
marketing efforts, ensuring more effective communication and engagement with all
stakeholders.

Summary of the study

In Chapter Five, the study's findings were meticulously compared with the research
objectives and existing literature, providing valuable insights into the strategic
implementation of social media marketing by private schools in Lusaka. The
demographic analysis revealed gender disparities in leadership roles, while also
indicating a more balanced parental engagement and a progressive trend towards
gender inclusivity among students. Head teachers' strategic approaches to social media

40
marketing, focusing on platforms like Facebook, Instagram, and LinkedIn, were
consistent with literature recommendations for engaging parents and alumni. Content
shared on social media platforms, including school events, achievements, and
educational resources, aligned with best practices for maintaining audience
engagement and showcasing academic excellence. Challenges such as time
constraints, resource limitations, and measuring effectiveness were identified, with
corresponding strategies recommended in the literature for addressing these challenges
effectively. Parental awareness and engagement, platform preferences, satisfaction
levels, desired content, and social media's influence on decision-making were also
discussed, highlighting the importance of diversified communication strategies and
interactive content formats. Pupil engagement and preferences for visual content, along
with suggestions for improvement such as incorporating interactive formats, enhancing
regularity and responsiveness, better organization, and increasing student involvement,
were addressed. Critiques and recommendations for addressing gender disparity in
leadership, enhancing parental and pupil engagement through diversified
communication strategies, integrating social media with educational platforms,
improving measurement of social media effectiveness, diversifying content types, and
increasing student involvement were provided, aiming to enhance social media
marketing efforts and ensure effective communication and engagement with all
stakeholders in private schools.

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CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS

6. 0 Introduction

This chapter summarizes the study findings highlighted the in the previous chapter
6.1 Conclusion

In conclusion, the findings of this study shed light on the strategic implementation of
social media marketing by private schools in Lusaka. The demographic analysis
revealed gender disparities in leadership roles while showcasing a positive trend
towards gender inclusivity among students. The use of social media platforms like
Facebook, Instagram, Twitter, and LinkedIn aligns with established social media
marketing principles, emphasizing the importance of visual content, consistent posting
schedules, and engagement strategies. Despite facing challenges such as resource
constraints and low engagement, the schools demonstrated practical solutions and
received generally positive feedback from parents and students. Overall, this study
contributes valuable insights into how private schools in Lusaka leverage social media
to enhance their market positioning and engage with their stakeholders effectively.

42
Recommendations:

Enhanced Communication Strategies: Schools should diversify their communication

channels to reach all parents effectively, considering personalized methods like email
newsletters or parent-teacher apps alongside social media.

Incorporation of Interactive Content: Incorporating more interactive content formats

like polls, quizzes, and live sessions can enhance student engagement and foster a
dynamic online community.

Improved Measurement and Analytics: Schools should invest in better analytics tools
and provide training on digital marketing metrics to effectively measure social media
effectiveness and make data-driven decisions.

Greater Student Involvement: Encouraging greater student involvement in social

media content creation through student-led teams or clubs can not only provide hands-
on experience but also foster a sense of ownership and community spirit.

Recommendation for Future Study:

A future study could focus on the long-term impact of social media marketing on student
enrollment, academic performance, and overall school reputation. By tracking key
metrics over time, such as enrollment numbers, engagement rates, and academic
achievements, researchers can gain deeper insights into the lasting effects of social
media strategies implemented by private schools.

43
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Research Timeframe of Research Activities

Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk
ACTIVITY 1 2 3 4 5 6 7 8 9 10 11 12
Proposal Approval
Introduction
Literature Review
Methodology
Presentation and
Data Analysis
Discussion of
Findings
Conclusions and
Recommendations

REFERENCES

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