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Community-Based Educational Leadership for Improving Teaching and Learning Quality in Timor-Leste Primary Schools: A Systematic Review
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(1) Instituto Católico para a Formação de Professores (ICFP)
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Abstract
Educational leadership plays a pivotal role in enhancing the quality of teaching and learning, particularly in developing countries such as Timor-Leste. This systematic review, guided by PRISMA standards, synthesizes findings from 42 empirical and policy studies published between 2015 and 2025. Three key themes emerged: (a) leadership practices that promote teacher professional development and instructional supervision, (b) distributed and community-based leadership that fosters collaboration and accountability, and (c) systemic challenges including limited infrastructure and inconsistent policy implementation. Results show that instructional and transformational leadership enhance teacher confidence and student engagement, while community participation strengthens school sustainability. The study concludes that educational transformation in Timor-Leste requires culturally responsive and community-driven leadership frameworks integrated with teacher training and policy coherence. This review highlights the importance of context-based leadership models that link education, community participation, and sustainable school improvement.
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