An analysis of educational leadership practices of teachers-in-charge in the management of community schools in Luano district, Zambia.

This study analysed the educational leadership practices for teachers-in-charge in the management of community schools of Luano district of Central Province of Zambia. The objectives were to exposing the educational leadership practices, challenges and intervention measures for management of the community schools in order to have improved service delivery. The study employed qualitative approach to data collection process involving semi structured interviews. The descriptive research design was used. This was through study population, sample and sampling procedures, data collection instruments, data analysis and presentation of findings from objectives, conclusions and recommendations.
The main conclusions drawn from this study was that teachers-in-charge of community schools lack educational leadership skills and feel neglected by government as there was very little effort made to have a special unit in charge of the welfare of these schools at the district apart from falling under the Education Standards Office- Open and Distance Learning (ESO-ODL) instead of having an education standards office unit for community schools as is the case with other units found at the district education board offices.
The study recommended that teachers-in-charge just like their colleagues in public and private schools should be trained and orientated on the need for good educational leadership practices. The government must take over all community schools in the country to avoid the desperation which is there in the provision of education to its citizens. There must also be equal distribution of resources by government to all schools regardless of their status. The parents’ community schools committees should assist the teachers-in-charge to lobby for development of the schools from government and donor. The communities should help in improving the infrastructures in community schools.