Leading change with purpose: how my MA in Educational Leadership transformed my practice

Chilipo Gunda is a teacher and school leader based in Malawi who completed his MA in Educational Leadership in 2024. In this blog, he reflects on his experience studying with NITE, exploring how the programme strengthened his leadership practice, shaped his approach to sustainable school improvement, and influenced his wider work in educational leadership across Africa.

A transformative professional journey

Pursuing the MA in Educational Leadership through the National Institute of Teaching and Education (NITE) at Coventry University was one of the most transformative experiences of my professional journey. As an educator and school leader working in Malawi, I was searching for a programme that would strengthen both my theoretical understanding of leadership and my ability to apply it meaningfully within real school contexts. The course not only met these expectations but exceeded them in depth, relevance, and practical impact.

Bridging theory and practice in educational leadership

What stood out most was the programme’s balance between academic rigour and practical application. Each module challenged me to interrogate my leadership practice, the systems within education, and the role of school leaders in driving sustained improvement. Concepts around strategic leadership, organisational culture, educational change, and professional learning were consistently anchored in real-world application, allowing me to immediately connect theory with the realities of school leadership in the Global South.

Leading whole-school change through Education for Sustainable Development (ESD)

A defining element of my learning was the opportunity to design and implement a whole-school initiative focused on Education for Sustainable Development (ESD). At Saint Andrews International High School in Malawi, I led the integration of ESD across the curriculum, ensuring sustainability was embedded rather than treated as a standalone topic.

This involved working collaboratively with teachers to redesign learning experiences, strengthening cross-curricular connections to global sustainability goals, and creating opportunities for students to engage in meaningful, action-based projects. The initiative also supported a shift in culture, encouraging students to see themselves as active contributors to environmental and social change. This project became a practical demonstration of how leadership theory can be translated into sustainable, system-wide impact within a school setting.

Learning through international collaboration and diverse perspectives

The international nature of the programme further enriched my development. Engaging with educators from diverse contexts expanded my understanding of leadership beyond my immediate environment and reinforced the importance of adaptive, culturally responsive approaches. It deepened my appreciation for collaboration and reflective practice as essential components of effective school leadership.

Professional growth and leadership impact after graduation

Since graduating with Distinction, the impact on my professional practice has been significant. I have been able to contribute more strategically to whole-school improvement planning, curriculum development, student leadership programmes, and staff professional learning. The programme also strengthened my coaching practice, particularly in supporting middle leaders to navigate complex leadership challenges and build cohesive, high-performing teams.

Supporting school improvement and leadership development

Beyond my school, the MA has influenced my broader work across Africa through leadership coaching, teacher development webinars, and educational advocacy. It has reinforced my commitment to strengthening educational leadership in the Global South by empowering leaders to drive meaningful and contextually relevant change.

Ultimately, the programme has changed the way I think about leadership. My experience with NITE and Coventry University strengthened my confidence as a leader and gave me practical tools to create meaningful change within my school and wider educational community.