Mastery Over Minutes: Instructional Leadership as the Catalyst for CompetencyBased Education
Mastery Over Minutes: Instructional Leadership as the Catalyst for CompetencyBased Education

Summary/Abstract: Background/purpose. Traditional education systems often rely on timebased progression, advancing students based on instructional minutes rather than demonstrated mastery. This perpetuates inequities and limits personalized learning. Competency-Based Education (CBE) offers an alternative by prioritizing mastery over seat-time. However, implementing CBE in resource-constrained contexts like Lesotho presents challenges. This study investigates how instructional leadership, guided by Transformative Leadership Theory (TLT), can catalyze the shift to CBE by disrupting entrenched hierarchies, reimagining assessment, and promoting equity. Materials/methods. Using a qualitative case study design within a transformative research paradigm, the study engaged six instructional leaders (three Heads of Departments and three teacher leaders) from diverse secondary schools in Lesotho. Data were collected through semi-structured interviews, document analysis, and observations, and analyzed using thematic analysis to uncover leadership practices and challenges in implementing CBE. Results. Findings reveal that instructional leaders foster teacher collaboration, challenge hierarchical norms, and build capacity for mastery-focused teaching. They employ flexible modular curricula, formative assessments, and stakeholder mobilization strategies. Despite resource limitations and cultural resistance, leaders leverage technology and improvisation to personalize learning and promote inclusivity. However, tensions persist, including performative collaboration, inconsistent assessment reliability, and equity gaps. Conclusion. Framed by Transformative Leadership Theory, instructional leadership is pivotal in advancing CBE in constrained settings. The study proposes the TIL-CBE model, which includes disrupting time-bound structures, fostering collective agency, and equity-driven practices. Sustainable reform requires supportive policies, targeted investment, and ongoing leadership development.

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