What Makes the Difference in Early Grade Reading? Qualitative Factors Influencing School Performance in Malawi

The program was implemented in 2013, with funding from the United States Agency for International Development (USAID). The study focused on identifying qualitative factors influencing school performance in Malawi. The study employed a qualitative approach, involving classroom observations, semi-structured interviews, and focus group discussions. A total of 14 schools were visited, with 120 teachers and 30 head teachers participating in the study. The sample selection was based on a stratified random sampling method, with schools categorized into high and low performing groups. The study identified several factors that distinguished high and low performing schools. Teacher professional development was found to be a critical factor, with high performing schools providing regular training and support to teachers. Collaboration and partnerships were also essential, with high performing schools engaging with local communities and other stakeholders to improve teaching and learning. The learning environment was another key factor, with high performing schools creating a conducive atmosphere for teaching and learning. Instructional leadership and monitoring were also critical, with high performing schools having a clear vision and goals for teaching and learning. The study also highlighted the importance of assessment, feedback, and use of results in improving teaching and learning. The study found that teachers in high performing schools were rated higher than those in low performing schools in several components of teaching and learning. The study also identified several emerging factors that distinguished high and low performing schools, including teacher professional development, collaboration and partnerships, learning environment, instructional leadership and monitoring, and assessment, feedback, and use of results. The study concluded that the MTPDS program had a positive impact on teacher performance and school performance in Malawi. The study recommended that the program continue to focus on teacher professional development, collaboration and partnerships, learning environment, instructional leadership and monitoring, and assessment, feedback, and use of results to improve teaching and learning in Malawi. The study also highlighted the importance of regular monitoring and evaluation to ensure the effectiveness of the program. The study suggested that the program should continue to engage with local communities and other stakeholders to improve teaching and learning in Malawi. The study also recommended that the program should provide regular training and support to teachers to improve their professional development. The study found that teachers in high performing schools were more likely to report significant improvement in their teaching performance compared to those in low performing schools. The study also found that head teachers in high performing schools were more likely to rate their teachers as making progress or showing results compared to those in low performing schools. The study identified several key skills of reading that were critical for teacher performance, including time on task, learning environment, knowledge and teaching of reading skills, teaching and learning materials, and assessment, feedback, and use of results. The study found that teachers in high performing schools were rated higher than those in low performing schools in several of these skills. The study also highlighted the importance of teacher self-ratings and head teacher ratings in evaluating teacher performance. The study found that teachers in high performing schools were more likely to rate themselves as making progress or showing results compared to those in low performing schools. The study also found that head teachers in high performing schools were more likely to rate their teachers as making progress or showing results compared to those in low performing schools.