Abstract
Quality is now emphasised in the worldwide educational scene as the cornerstone of effective education, meeting basic demands essential to students' overall development. This study explores the variables affecting Malawi's Community Day Secondary Schools' ability to provide high-quality instruction. The research involved two head teachers, two teachers, and twenty students using a qualitative case study design. Focus group talks and in-person semi-structured interviews were used to accomplish methodological triangulation. Important issues revealed by thematic content analysis included inadequate facilities, a lack of resources for teaching and learning, and a lack of community-school engagement. While understanding possible wider consequences, recommendations seek to improve the quality of education.
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