An Evaluation of Head Teacher Leadership in Lusaka District of Zambia: Preliminary Findings

The purpose of this paper is to evaluate head teacher leadership in Lusaka district of Zambia. In the process, the paper determines the alignment and applicability of the learning-centred leadership framework and its assessment model with Zambia school leadership. The paper also seeks to deduce any evidence that demonstrates the presence and effectiveness of school leadership behaviours and processes known to influence school performance and student achievement there by showing construct validity and reliability of the framework. The paper applies both qualitative and quantitative methods through specialist panel evaluation, pre-testing and field-testing of the framework and its assessment instrument. The findings indicate a discrepancy between the theoretical framework of the VAL-ED and Zambian standards, despite demonstrating reliability, construct and criterion validity.