The Delta State Ministry of Secondary Education should institutionalize periodic professional development programmes

The gap

Evidence profile

Sourced from the recommendations and future work of the source papers, classified as general, spanning 6 journals.

Supporting evidence — 8 representative gaps

• LEADERSHIP BEHAVIOR OF SCHOOL HEADS AND WORK ENGAGEMENT OF PUBLIC SCHOOL ELEMENTARY TEACHERS IN DAVAO DE ORO DIVISION (2026) · EPRA International Journal of Environmental Economics Commerce and Educational Management · doi

  The following suggestions were offered based on the conclusions of the study: 1) Based on the findings, it is recommended that DepEd officials implement a comprehensive capacity-building program for school heads that focuses on enhancing all domains of leadership behavior, particularly human relations, which has the strongest influence on teacher work engagement. This program should include practical workshops on effective communication, conflict resolution, team-building, and mentoring strategies to strengthen interpersonal relationships with teachers. Additionally, training on instructional leadership, decision-making, and school budgeting and income generation should be provided, including hands-on exercises, case studies, and simulation activities that allow school heads to apply these skills in real school scenarios. 2) Moreover, school heads may implement specific and operational strategies to strengthen their leadership behavior and, in turn, enhance teachers’ work engagement. For human relations, school heads may conduct regular one-on- one or small group meetings with teachers to provide feedback, recognize achievements, and address concerns, fostering a supportive and collaborative work environment. In terms of instructional leadership, they may actively monitor classroom practices, provide mentoring, and facilitate professional development sessions that align with curriculum goals. For trust and decision-making, school heads may involve teachers in participatory decision- making processes and transparently communicate the rationale behind key decisions to build confidence and commitment. Lastly, regarding school budgeting and income generation, school heads may ensure timely and fair allocation of resources, involve teachers in planning discussions, and regularly report on the utilization of funds to promote accountability and shared responsibility. 3) Furthermore, teachers may actively engage with and leverage the leadership behaviors of their school heads to enhance their own work engagement. Specifically, teachers may participate in collaborative meetings, provide constructive feedback, and communicate openly with school heads to strengthen human relations and foster a supportive work environment. They may also take initiative in professional development opportunities, instructional planning sessions, and school projects, aligning their efforts with the school’s goals and decisions to enhance dedication and absorption. Additionally, teachers may actively contribute to discussions on resource allocation and school programs, offering suggestions and monitoring outcomes, to support transparency and shared responsibility. 4) Lastly, future teachers may conduct further studies that explore the relationship between leadership behavior of school heads and teachers’ work enga

  generalrecommendations
  Keywords: school teachers heads leadership behavior human relations engagement strengthen instructional decision making enhance provide actively
• Challenges and Strategic Interventions for Implementing the Geography Competence-Based Curriculum in Secondary Schools in Luweero District, Uganda (2026) · East African Journal of Education Studies · doi

  • Education should authorities establish ongoing professional development programs to promote strong peer supervision and allow teachers their collectively professional capacity. build to • To ensure the sustainability of the GCBC, stakeholder engagement has to be improved leaders, and involve parents, to community organisations supporting curriculum implementation through targeted awareness resource mobilisation efforts. campaigns local and in • Strengthening monitoring and evaluation systems is crucial in providing feedback for implementation tracking process, identifying specific challenges, and informing improvement efforts based on real- time data from the field. the curriculum CONCLUSION REFERENCES 56 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4284 Ambei, M., Mwangi, N., & Ngugi, P. (2018).

  generalrecommendations
  Keywords: education professional curriculum implementation efforts authorities establish ongoing development programs promote strong peer supervision allow
• Impact of Communities of Practice on Novice Teachers’ Pedagogical Content Knowledge in Public Secondary Schools in Rwanda (2026) · East African Journal of Education Studies · doi

  On the basis of the findings from this study, several recommendations are made. First, there is a need to institutionalise Communities of Practice more effectively in public secondary schools. While there are collaborative structures in place, it seems they are not effective. The Rwanda Education Board needs to provide standardised guidelines to clearly define the structure and frequency of collaborative mentoring sessions. More emphasis needs to be placed on curriculum planning and transformation. This will ensure mentoring is not just emotional support but also pedagogical development. learning Second, school administrators must be trained on how to support the establishment of effective professional communities. School administration is very important in maintaining a collaborative environment. Training programs for school administrators should enable them to manage reflective conversations, mentorship quality, and participation. The oversight structures from the National Examination and 1062 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4699 School Inspection Authority could include the assessment of learning communities in the quality assurance framework. Third, Communities of Practice initiatives must focus on structured feedback and curriculum- related conversations. While emotional support was identified as a significant predictor of PCK, effective teaching practice development involves deliberate engagement with lesson planning, assessment practices, and content clarification. Schools must schedule dedicated time in the school calendar for collaborative curriculum planning. REFERENCES Aksu, Z., Metin, M., & Konyalıoğlu, A. C. (2014).

  generalrecommendations
  Keywords: school communities collaborative practice effective curriculum planning support must there schools structures education needs mentoring
• The role of school management teams in enhancing education quality: A case study of four schools in the Chris Hani West Education District, South Africa (2026) · Journal of Education and Learning Technology · doi

  Based on the findings, the following recommendations are proposed to enhance the impact of SMTs on education quality: ➢ Capacity-Building for SMTs: The Department of Education should develop tailored training programs that go beyond administrative competencies to include instructional leadership, conflict resolution, and data-driven decision-making. These efforts will support SMTs in navigating the multifaceted challenges of school leadership more effectively. ➢ Promote Reflective and Inclusive Leadership: SMTs should adopt participatory leadership styles that encourage collaboration with teachers and stakeholders. This recommendation is consistent with the interpretive view that understanding and meaning are socially constructed and should involve diverse voices. ➢ Institutionalize feedback loops through internal audits, peer reviews, and post-implementation reflections to maintain high levels of confirmability and dependability in their improvement strategies. ➢ Policy Review and Contextual Adaptation: Education policymakers should consider how local contexts shape SMT performance and leadership effectiveness. Flexibility in policy implementation should be encouraged to allow for responsiveness to the unique socio-economic and cultural dynamics of each school. ➢ Enhance Resource Allocation and Support: Many challenges identified by SMTs were linked to resource limitations. Adequate provision of teaching materials, infrastructure, and staffing support is critical for enabling SMTs to function optimally and maintain education quality. CONCLUSION SMTs in the Chris Hani West Education District play a pivotal role in driving educational excellence. Their success depends not only on individual leadership capacity but also on systemic support, reflective 22 Mestry and Grobler, “The Training and Development of Principals to Manage Schools Effectively Using the Competence Approach.” Journal of Education and Learning Technology(JELT) 122 Khesa, L. & Madalambana, O. / Journal of Education and Learning Technology / Vol.7 No.1 (2026) pp 112 - 123 practices, and a commitment to inclusive, credible, and context-sensitive school management. The study’s findings reaffirm the need for theory-informed, evidence-based approaches to educational leadership, where both the human and systemic elements are given equal consideration. BIBLIOGRAPHY Bass, Bernard M., and Bruce J. Avolio. Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks, CA: Sage Publications, 1994. Bush, Tony. “Educational Leadership and Management: Theory, Policy and Practice.” South African Journal of Education 27,

  generalrecommendations
  Keywords: leadership education smts support school policy educational journal based enhance quality capacity training challenges effectively
• Effects of distributed leadership on academic performance in selected schools in Chris Hani West District, South Africa (2026) · Journal of Education and Learning Technology · doi

  • Principals should prioritise promoting leaders who have a clear understanding of the school’s purpose, as this enables them to navigate challenges effectively and make informed decisions that advance the school’s objectives. • Distributing leadership among various individuals and organisational structures can help schools address contemporary challenges while improving overall efficiency and effectiveness. • Principals should actively encourage teamwork within the school, fostering collaboration and a sense of belonging. When staff are involved in decision-making and collective activities, they are likely to feel more engaged, motivated, and committed to achieving school goals. • Principals should cultivate a culture of shared responsibility rather than mere delegation. Sharing leadership responsibilities ensures that staff feel empowered, valued, and recognised as integral contributors rather than subordinates. • Principals should provide opportunities for teachers to take on leadership roles and support their professional growth, thereby developing future leaders within the school. By implementing these recommendations, the selected school in the Chris Hani West District can establish a distributed leadership that improves academic performance, strengthens staff participation, and contributes to the overall success of the educational institution. CONCLUSION This paper has examined the effects of distributed leadership on academic performance in selected schools in the Chris Hani West District. Based on the findings and discussion, it concludes that by entrusting leadership responsibilities to individuals, the organization is developing, and tomorrow, leaders are developing. This is characterized by collaborative efforts to redefine responsibilities through a shared approach to leadership, signifying a departure from a single authoritative leader. The extension of leadership tasks and the reconfiguration of responsibilities result in a shift in power dynamics within school relationships and the pursuit of the school's values and objectives. BIBLIOGRAPHY Abuhamda, Enas, Islam Asim Ismail, and T Bsharat. “Understanding Quantitative and Qualitative Research Methods: A Theoretical Perspective for Young Researchers.” International Journal of Research 8, no. 2 (2021): 71–87. Agyare-Opoku, C. “School Principals’ Use of Distributive Leadership in Teacher Motivation .” University of Pretoria (South Africa), 2021. Aspers, Patrik, and Ugo Corte. “What Is Qualitative in Qualitative Research.” Qualitative Sociology 42 (2019): 139–60. Bishop, Jennifer Anne, and Paul Reed. “Defining Success: Establishing Clarity of Purpose and a Measurement Framework to Advance Health Equity.” Journal of Public Health Management and Practice 28, no. 5 (2022): 559–61. Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research

  generalrecommendations
  Keywords: school leadership principals qualitative responsibilities leaders within staff developing understanding purpose challenges advance objectives individuals
• Comparative Analysis of Leadership Effectiveness in Decision Making in Private and Public Secondary Schools in Pakistan (2026) · Academy of Education and Social Sciences Review · doi

  • To promote teacher participation in decision-making processes in public schools. • To grant public school leaders greater autonomy for context-specific decision-making. • To provide professional development programs on democratic, situational, and distributed leadership. • To formalize shared leadership structures in private schools to ensure sustainability. • To balance accountability requirements with innovative practices in public schools. • To allocate additional funding, technology, and training resources, particularly for public schools. Vol. 6 No. 2 (May, 2026) 137 Buriro, Salam, Irshad & Sheikh• To strengthen communication channels among school leaders, teachers, parents, and policymakers. • To utilize data-driven approaches for leadership evaluation and policy reforms. integrating theoretical Perspectives Taken together, the findings suggest that private institutes exemplify a blend of democratic, situational, and distributed leadership styles. These approaches encourage participation, flexibility, and shared ownership, contributing to more effective decision-making and positive outcomes. Public institutes, while benefiting from bureaucratic stability, are constrained by hierarchical processes that limit teacher involvement and reduce adaptability.

  generalfuture work
  Keywords: public schools leadership decision making teacher participation processes school leaders democratic situational distributed shared private
• Principals’ Instructional Leadership and Teachers’ Classroom Practices: A Mixed-Methods Study in Ethiopian Rural and Urban Schools (2026) · Research in Educational Administration & Leadership · doi

  Drawing on the evidence of systemic inequity and adaptive leadership, this study proposes targeted recommendations for policy, practice, and leadership preparation to foster a more equitable and effective model of school leadership. Policymakers must urgently shift from rigid, uniform mandates toward flexible, context-sensitive support. This begins with reforming accountability systems. Current frameworks often punish rural principals for failing to complete tasks their environment makes impossible, such as when evaluation systems require a set number of classroom visits that rural principals simply cannot schedule. A fairer system would employ balanced measures that formally recognize a principal's crucial adaptive work: fostering a positive school climate, building teacher morale, and strengthening community relationships. Concurrently, policy must actively dismantle the systemic barriers identified in this study through a coherent strategy: auditing and redistributing non-instructional duties to free principals from overwhelming administrative burdens, implementing equitable, needs-based funding for essential resources and infrastructure, and creating a compelling rural incentive package. This package should 491 Tesfaye, Edamo & Bareke (2026). Principals’ Instructional Leadership and Teachers’ Classroom Practices: A Mixed-Methods Study in Ethiopian Rural and Urban Schools. https://doi.org/10.30828/real.1837906 include meaningful hardship allowances, clear career advancement pathways, and investment in teacher housing to finally address chronic staffing instability and low morale. For practicing school principals, especially in rural contexts, this study legitimizes the strategic prioritization of PSLC as the core, contextually intelligent praxis of instructional leadership. Principals should consciously institutionalize the adaptive strategies of relational and symbolic leadership, such as formalizing practices of "shared struggle" and public recognition to foster a familial atmosphere. Furthermore, they can amplify their role as community advocates, leveraging local standing to celebrate teacher accomplishments and enhance educators' social status as a powerful non-material motivator. Even when comprehensive program management is out of reach, principals can still nurture teaching quality through smart, focused actions. By providing tailored support to new teachers or delegating curriculum work to trusted team leaders, they can keep a vital focus on instruction alive despite the constraints. Finally, for teacher training institutions, a radical reorientation of pre- service and in-service programs is required to cultivate the contextual intelligence needed for Ethiopia's realities. Teacher preparation must meet future educators where they are, equipping them with practical strategies for resourceful pedagogy, including creating low-cost learning aids and differentiating instruction in crowded, resource- scarce settings. For those who will lead schools, preparation programs need to let go of one-size-fits-all frameworks and instead embrace training that speaks directly to the contexts where principals actually work. Curricula should de-emphasize technical instructional leadership skills that presume resource availability and instead prioritize competencies in adaptive leadership, climate-building, 492 Research in Educational Administration & Leadership 11(2), June 2026, 457-499. community mobilization, and psychological support. The central goal must be to develop future leaders' ability to diagnose systemic constraints and employ compensatory, climate-focused strategies, using case studies from real-world challenges like those documented here. By aligning the actions of policymakers, practitioners, and trainers with this evidence-based analysis, stakeholders can work synergistically to bridge the urban-rural leadership divide. This is more than an administrative tweak; it is a fundamental reorientation toward a more equitable and context-sensitive education system. Such a system would finally support, rather than penalize, the kind of adaptive, intelligent leadership essential for achieving quality education (SDG 4) in marginalized communities.

  generalrecommendations
  Keywords: leadership principals rural adaptive teacher must support instructional systemic preparation equitable school system climate community
• Empowering instructional leadership: A study on the productivity of Master Teachers (2026) · International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) · doi

  To sustain the high-level instructional leadership of Master Teachers (MTs) and mitigate the identified "productive strain," the following strategic recommendations are proposed for key stakeholders: 1. School heads may prioritize the decoupling of instructional leadership from administrative compliance by reallocating clerical duties—such as data encoding, routine reporting, and documentation—to designated support staff. By formalizing a distributed leadership model that recognizes MTs as primary instructional decision-makers rather than auxiliary administrators, schools can ensure that MTs are integrated into strategic planning processes, thereby maximizing their influence while protecting them from "ancillary encroachment." 2. To address the fragmentation of MTs’ time, schools may institutionalize "protected time blocks" within the workday. These dedicated, uninterrupted periods should be mandated for high-impact activities such as peer mentoring, coaching, action research, and school improvement planning. This structural shift is essential to transition MTs from a state of "productive strain" toward sustainable instructional leadership. 3. TEIs may refine their leadership preparation programs by integrating intensive training in instructional coaching, mentorship, and evidence-based practice directly into the curriculum. By embedding competencies in action research and school improvement planning during pre-service and in-service training, TEIs can produce graduates who are not only master pedagogues but are also prepared to lead organizational change and conduct rigorous instructional inquiry from the onset of their careers. 4. Curriculum developers may engage highly productive MTs as primary partners in the design, review, and pilot- testing of instructional materials. Leveraging the MTs' expertise in technology integration and differentiated instruction ensures that national curricula are responsive to classroom realities, localized learner needs, and the practical challenges of implementation at the school level. 5. Policymakers may conduct a comprehensive review of current workload allocation policies to ensure that the MT job description is realistically aligned with the time required for instructional leadership. Policies should mandate protected research hours and provide incentives for action research, transforming the MT role from a compliance-heavy position into a career path that rewards long-term, evidence-based pedagogical contribution. 6. To bridge the gap in research engagement, school divisions may implement customized capacity-building programs focused on the mechanics of action research—specifically proposal development, conceptual framework construction, and data analysis. Establishing "research coaching teams" or fostering partnerships with Higher Education Institutions (HEIs) will provide th

  generalrecommendations
  Keywords: instructional leadership school action productive planning time coaching high level master strain strategic compliance primary

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