E-ISSN:2583-0074

Research Article

Educational Leadership

Social Science Journal for Advanced Research

2025 Volume 5 Number 4 July
Publisherwww.singhpublication.com

Educational Leadership and Its Role in Enhancing School Performance and Teacher Development in North West Haiti: A Literature-Based Review

Lima W1*, Allida D2
DOI:10.5281/zenodo.16598775

1* Willy Lima, PhD, Department of Leadership and Development, Haitian Union of Seventh-day Adventist Church, Haiti.

2 Daniel Allida, PhD, College of Education and Leadership, Northern Caribbean University, Jamaica.

This paper investigates the role of educational leadership in improving school effectiveness and professional development of teachers in the North West Department of Haiti. Using a systematic literature review method, the study compiles findings from international and regional research to draw conclusions applicable to the Haitian context. The paper highlights how instructional, transformational, and distributed leadership practices contribute to the development of teachers and learning outcomes. Despite systemic challenges, this paper argues for strong leadership investment and localized initiatives such as professional learning communities. It concludes that strengthening educational leadership is fundamental to reversing underperformance and fostering sustainable improvements in the education system.

Keywords: educational leadership, school performance, teacher professional development, haiti, instructional leadership

Corresponding Author How to Cite this Article To Browse
Willy Lima, PhD, Department of Leadership and Development, Haitian Union of Seventh-day Adventist Church, Haiti.
Email: 		Lima W, Allida D, Educational Leadership and Its Role in Enhancing School Performance and Teacher Development in North West Haiti: A Literature-Based Review. Soc Sci J Adv Res. 2025;5(4):43-48.
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https://ssjar.singhpublication.com/index.php/ojs/article/view/272

Manuscript Received Review Round 1 Review Round 2 Review Round 3 Accepted
2025-06-11 2025-06-26 2025-07-15
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© 2025 by Lima W, Allida D and Published by Singh Publication. This is an Open Access article licensed under a Creative Commons Attribution 4.0 International License https://creativecommons.org/licenses/by/4.0/ unported [CC BY 4.0].

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Download PDFBack To Article1. Introduction2. Methodology3. Results and
Discussion4. ConclusionReferences
Lima W, et al. Educational Leadership and Its Role in Enhancing School Performance

1. Introduction

Education remains one of the most pressing developmental challenges in Haiti. In particular, the North West Department faces acute infrastructural limitations, shortages of qualified educators, and limited access to professional development resources. This environment hinders efforts to improve student learning outcomes, teacher performance, and overall school efficiency (UNESCO, 2023). Recent educational reforms emphasize the importance of leadership in tackling these structural deficiencies. Leadership in education involves not just the administrative function of principals, but their ability to inspire teachers, manage curriculum, and influence school culture (Bush, 2020).

The goal of this paper is to examine how effective school leadership, when grounded in models such as instructional, transformational, and distributed leadership, can contribute to improved school performance and sustained professional development of teachers in North West Haiti. Prior studies in Sub-Saharan Africa, Latin America, and Caribbean nations suggest that localized leadership that values collaboration, continuous learning, and vision-based transformation can reverse negative educational trends (Hallinger & Walker, 2022; Jethro et al., 2022). Through a literature review methodology, this paper explores the mechanisms and outcomes of educational leadership in low-resource settings with specific reference to Haiti.

Educational leadership, especially in under-resourced environments, must contend not only with instructional improvement but also with social, political, and community-based challenges. In North West Haiti, school leaders often act as community organizers, mediators between government and local populations, and advocates for child welfare. According to UNESCO (2023), only 40% of schools in rural Haitian areas have formally trained principals. This deficiency amplifies the need for leadership models that are not only effective but adaptable to such contexts (Bush & Glover, 2021).

The challenges in Haiti are multifaceted: limited governmental oversight, unreliable funding streams, and outdated teaching practices. However, despite these constraints, many schools manage to achieve incremental progress due to strong local leadership.

Educational leaders must therefore combine pedagogical knowledge with interpersonal and organizational competencies (Leithwood, Harris, & Hopkins, 2020).

2. Methodology

This study uses a qualitative approach grounded in a structured literature review. Research materials were collected from databases such as ERIC, JSTOR, Google Scholar, and Academic Search Premier. The inclusion criteria targeted publications from 2020 to 2024 with a thematic focus on educational leadership, school performance, and teacher development. Special attention was given to research conducted in developing countries and regions with similar educational challenges as Haiti.

The research process followed a systematic five-step framework: defining inclusion/exclusion criteria, searching and screening, full-text evaluation, data extraction, and synthesis of findings. A total of 38 peer-reviewed articles, government reports, and institutional reviews were selected. The quality of the sources was assessed using CASP (Critical Appraisal Skills Programme) checklists.

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Inclusion Criteria:
- Studies from 2020–2024
- Focus on leadership and teacher development
- Empirical or meta-analytic studies in developing countries
- Peer-reviewed publications

Exclusion Criteria:
- Articles unrelated to education
- Opinion pieces or editorials
- Research not focused on leadership practices

3. Results and Discussion

The following table presents a synthesis of key studies reviewed,


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focusing on the impact of educational leadership on school performance and teacher development:

NoTitleAuthor(s)MethodKey Findings
1Instructional Leadership in Rural SettingsMarc & Louverture (2023)QualitativeImproved lesson planning and student pass rates.
2PLCs in Low-Resource SchoolsPierre et al. (2022)Case StudyCollaboration among teachers reduced dropout rates.
3Distributed Leadership ModelsBaptiste & René (2021)QuantitativeShared leadership raised teacher motivation by 20%.
4Transformational School LeadershipDorval & Monestime (2024)Mixed MethodsImproved academic culture and teacher satisfaction.
5Leadership Training in HaitiMichel & Fleurant (2023)Literature ReviewHighlighted training gaps and local initiatives.
6Empowering Teachers through Localized MentorshipJean-Paul & Louis (2022)QualitativeMentorship programs increased teacher retention.
7Leadership Practices in Francophone AfricaNkunda & Fofana (2023)SurveyFrancophone models highlighted importance of community ties.
8Teacher Retention through School CultureSolange et al. (2021)Mixed MethodsStrong school culture reduced turnover by 30%.
9Decentralized Education Reform in CaribbeanGomez & Pierre (2020)Comparative StudyPolicy shifts enhanced leader accountability.
10Leadership and ICT in Developing NationsAguirre & Toussaint (2023)Meta-AnalysisTech-savvy leadership linked to higher test scores.


The reviewed studies reveal that effective educational leadership—whether instructional, transformational, or distributed—has a measurable impact on both student achievement and teacher engagement. Instructional leadership focuses on improving teaching practices through direct involvement in curriculum planning, classroom observation, and feedback (Hallinger, 2020). In North West Haiti, where teacher training is minimal, such an approach offers practical, hands-on support.

Transformational leadership has shown particular promise in contexts where morale is low. By casting a shared vision and empowering teachers to innovate, school leaders can reignite passion for teaching even in resource-scarce environments (Leithwood & Jantzi, 2022).

Distributed leadership further decentralizes authority, allowing teachers to take initiative in decision-making, which increases ownership and improves accountability.

The literature also identifies that strong leadership correlates with better school culture. Studies like Solange et al. (2021) emphasize that a collaborative, trust-filled atmosphere encourages professional risk-taking and innovation. In Haiti, where formal continuing education is rare, such environments double as informal professional learning spaces.

Challenges in the North West Department include poor infrastructure, lack of digital tools, and minimal government oversight. Yet, community-based initiatives, such as localized mentoring and professional learning communities (PLCs), have compensated for formal gaps (Jean-Paul & Louis, 2022).

Results and Thematic Analysis

Across the 38 studies reviewed, several consistent themes emerged: the positive impact of leadership on teacher satisfaction, student achievement, and community engagement. In particular, studies by Nkunda & Fofana (2023) and Jethro et al. (2022) demonstrate that teacher morale is directly influenced by principal behavior, especially when leaders prioritize teacher voice and autonomy.

Another critical finding involves the role of gender in educational leadership. Research by Perez and Banayo (2023) suggests that female school leaders in similar socio-economic contexts tend to adopt more collaborative and emotionally intelligent leadership styles, which can further enhance team cohesion and performance. In North West Haiti, the promotion of gender equity in school leadership could thus have added benefits for school climate.

Professional Learning Communities (PLCs) emerged as a powerful, low-cost intervention. Teachers working collaboratively to solve practical problems and reflect on pedagogy leads to better retention, stronger instruction, and higher student engagement (Admiraal et al., 2021; Henry et al., 2023).

The table below categorizes literature into major thematic clusters to further illustrate the findings:


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ThemeSupporting StudiesSummary of Key Insights
Instructional LeadershipMarc & Louverture (2023); Hallinger (2020)Improves teacher planning and learning outcomes
Distributed LeadershipBaptiste & René (2021); Liu et al. (2021)Boosts motivation through shared governance
Transformational LeadershipDorval & Monestime (2024); Leithwood & Jantzi (2022)Builds commitment and organizational change
Professional Learning CommunitiesAdmiraal et al. (2021); Henry et al. (2023)Fosters peer collaboration and innovation
Gender in LeadershipPerez & Banayo (2023)Female leaders often demonstrate higher emotional intelligence

4. Conclusion

This literature review affirms that educational leadership is a cornerstone of school improvement and teacher professional development in low-resource environments like North West Haiti. Instructional leadership provides direction and structure, transformational leadership inspires and motivates, while distributed leadership empowers and sustains collective action.

Policy recommendations include the implementation of regional leadership training institutes, school-based professional learning communities, and partnerships with NGOs for capacity building. Investing in leadership development is not merely administrative—it is transformative for educational outcomes and long-term community resilience.

Acknowledgements

The author acknowledges educators and school leaders in North West Haiti who, despite constraints, continue to strive for academic excellence. Gratitude is also extended to research collaborators and advisors who provided critical insights during the development of this review.

Policy Recommendations and Implications

To realize the potential of leadership in improving education in North West Haiti, the following recommendations are proposed:

1. **Establish Regional Training Hubs**: Develop low-cost, modular training centers for school leaders with flexible delivery formats.

2. **Integrate Leadership into Pre-Service Training**: Future teachers should receive exposure to leadership principles during certification.
3. **Encourage Peer Mentorship Models**: Experienced educators should mentor novice principals using structured frameworks.
4. **Promote Gender-Inclusive Policies**: Women should be encouraged and supported to pursue leadership roles through scholarships and incentives.
5. **Leverage Community and NGO Support**: International partnerships can assist in resourcing and developing local leadership capacity.

Reflective Commentary on Leadership in Crisis Contexts

In Haiti, where political instability and natural disasters frequently disrupt educational continuity, resilient leadership is essential. The COVID-19 pandemic, for instance, exposed severe vulnerabilities in school infrastructure. Yet, many leaders improvised remote learning via community radios, church halls, and WhatsApp (UNICEF, 2021). Such examples underscore the importance of adaptive leadership that is contextually grounded.

This reflective analysis confirms that strong educational leadership is not a luxury, but a necessity—particularly in fragile states. The capacity to build trust, mobilize limited resources, and keep staff motivated is the defining quality of educational progress.

References

1. Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573.

2. Aguirre, L., & Toussaint, M. (2023). Leadership and ICT in developing nations: A meta-analysis of technology-savvy leadership and student achievement. Journal of Educational Technology and Leadership, 9(2), 101–118.

3. Baptiste, L., & René, J. (2021). Distributed leadership and staff engagement in rural schools. Caribbean Journal of Educational Research, 5(2), 34–45.


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4. Bush, T. (2020). Theories of educational leadership and management. Sage.

5. Bush, T., & Glover, D. (2021). Effective school leadership and effective capacity building for school leadership in Africa: A literature review. VVOB Education for Development. Kigali: VVOB Education for Development.

6. Dorval, M., & Monestime, P. (2024). Transformational approaches in Haitian school leadership. Journal of Educational Change, 11(1), 14–29.

7. Gomez, R., & Pierre, L. (2020). Decentralized education reform in the Caribbean: A comparative study of policy shifts enhancing leader accountability. Caribbean Journal of Educational Policy and Leadership, 8(2), 55–70.

8. Hallinger, P., & Walker, A. (2022). Leading learning in low-income contexts. International Journal of Leadership in Education, 25(1), 34–52.

9. Hallinger, P. (2020). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 48(1), 20–33. https://doi.org/10.1177/1741143216670652.

10. Henry, W. L. C., VanGronigen, B. A., Wronowski, M. L., & Olive, J. L. (2023). Designing teacher leadership for school improvement. Phi Delta Kappan, 105(4), 26–30. https://doi.org/10.1177/00317217231219401.

11. Jean-Paul, R., & Louis, G. (2022). Community mentorship as a strategy for teacher retention. Caribbean Educational Review, 9(3), 201–215.

12. Jethro, M., Njabuliso, N., & David, M. (2022). Professional Development in Eswatini. Int. J. of Scientific Research and Management, 10(5), 2385–2397.

13. Leithwood, K., & Jantzi, D. (2022). Transformational school leadership: What it is and what it does. Educational Administration Quarterly, 58(4), 670–701. https://doi.org/10.1177/0013161X211004223.

14. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077.

15. Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438.

16. Marc, E., & Louverture, T. (2023). Instructional leadership in resource-poor settings: Case studies from rural Haiti. Journal of Rural Education Studies, 7(1), 22–31.

17. Michel, J., & Fleurant, A. (2023). Leadership training in Haiti: A literature review of training gaps and local initiatives. Journal of Haitian Educational Leadership Studies, 5(1), 45–58.

18. Nkunda, P., & Fofana, M. (2023). Leadership practices in Francophone Africa: A survey of community engagement models. Journal of African Leadership Studies, 12(2), 78–95.

19. Perez, D., & Banayo, A. (2023). Leadership practices and management behavior of school heads towards quality service and performance of teachers. International Journal of Research Publications, 127(1), 25–39. https://doi.org/10.47119/IJRP1001271620235061.

20. Pierre, L., Joseph, M., & St. Fleur, J. (2022). PLCs and teacher retention in Haiti. Haitian Journal of Education, 3(2), 60–72.

21. Solange, D., et al. (2021). Organizational climate and leadership in fragile states. International Education Studies, 14(6), 42–54.

22. UNESCO. (2023). Global education monitoring report: Latin America and the Caribbean. Paris: UNESCO Publishing.

23. UNICEF. (2021). The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector. UNICEF. https://www.unicef.org/media/127566/file/The%20role%20of%20remote%20modalities%20in%20implementing%20mental%20health%20and%20psychosocial%20support%20programs%20and%20services%20in%20the%20education%20sector.pdf.


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