School-Level Literacy Planning in Sri Lanka: Leadership Practices, Challenges, and Strategic Responses

Abstract

This study examines school-level planning practices, challenges faced by principals, and strategies for effective implementation. A qualitative case study design was applied, and the sample was selected according to the convenience sampling technique. As the sample of this study, 20 principals were selected among the participants of a short course on school management conducted by the Department of Educational Leadership and Management at the Open University of Sri Lanka. Data were collected through online questionnaires, discussion forums, self-reflections, focus group discussions, and analysis of one-year and five-year school plans. For data Analysis, descriptive statistics for quantitative data and thematic analysis for qualitative data were used. Findings indicate that principals actively develop strategic and annual plans aligned with Ministry of Education guidelines, in collaboration with School Management Committees. However, they face challenges such as limited resources, low stakeholder participation, inadequate teacher training, time constraints, and issues caused by policy changes and political influence. Further, the findings show that, despite these challenges, principals implemented a range of strategies. These include building the staff capacity, using data and evidence to make decisions, collaborating with stakeholders, making the planning process more flexible, and allocating resources through partnerships. The study also showcases the importance of strong school leadership and suggests that policymakers should strengthen the area of resource allocation, professional development, and support schools in the planning process.