From Policy to Pedagogy: Exploring Teachers' Interpretive Frameworks of Early Literacy Policy in Malawi
Abstract: This study examines how primary school teachers in Malawi interpret and implement early literacy policies within the context of multilingual, under-resourced classrooms. Anchored in Policy Enactment Theory, Sensemaking Theory, and Street-Level Bureaucracy, the study critically investigates how educators navigate top-down policy mandates amidst complex pedagogical realities. Drawing on in-depth interviews with 18 purposively selected teachers across three regions, the study employs thematic analysis using NVivo software to trace how policies are recontextualized in daily practice. Findings reveal that policy enactment is not a linear process but one shaped by structural constraints, professional judgment, and institutional silences. The analysis highlights the significant challenges encountered by the implementation of early literacy reforms, including inadequate teacher support, ambiguous directives, and sociolinguistic misalignments. These findings underscore the need for more context-responsive policy designs and sustained professional development that aligns with the lived realities of frontline educators in Malawi and similar settings in the Global South.
Keywords: literacy policy, teacher agency, policy enactment, Malawi, multilingual classrooms, education reform, Global South
How to Cite?: Mellina Chinkhondo, "From Policy to Pedagogy: Exploring Teachers' Interpretive Frameworks of Early Literacy Policy in Malawi", Volume 15 Issue 2, February 2026, International Journal of Science and Research (IJSR), Pages: 1228-1236, https://www.ijsr.net/getabstract.php?paperid=MR26216221742, DOI: https://dx.doi.org/10.21275/MR26216221742