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Instructional leadership in sub-Saharan Africa: policy and practice

Tony Bush (School of Education, The University of Nottingham, Nottingham, UK)
Mofoluwake Fadare ( British Council, Abuja, Nigeria)
Tamuka Chirimambowa (Independent Consultant, Harare, Zimbabwe)
Emmanuel Enukorah (Independent Consultant, Lagos, Nigeria)
Daniel Musa (Independent Consultant, Freetown, Sierra Leone)
Hala Nur (British Council, Khartoum, Sudan)
Tatenda Nyawo (Independent Consultant, Dar es Salaam, Tanzania)
Maureen Shipota (Independent Consultant, Lusaka, Zambia)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 3 November 2021

Issue publication date: 17 January 2022

10014

Abstract

Purpose

The purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of instructional leadership policy and practice in these six countries.

Design/methodology/approach

This paper reports the findings of a systematic literature review, and participant interviews, in six sub-Sahara African countries. The research links to the British Council's initiative to develop instructional leadership in developing contexts, including the six countries featured in this submission.

Findings

The findings show diverse policy and practice of instructional leadership in these African contexts. Three have no explicit policies on this important leadership construct, while the others have relevant policy statements but limited evidence of instructional leadership practice.

Research limitations/implications

The research provides an overview of instructional leadership policy and practice in these six countries, but more school-based research is required to develop grounded evidence on whether and how this is practiced. The pandemic inhibited such school-based research in 2020. The study provides emerging evidence of the impact of instructional leadership on school and student outcomes, confirming what is known from international research.

Practical implications

Developing awareness of how instructional leadership can improve student learning, linked to appropriate training, could lead to more effective schools.

Social implications

The Sustainable Development Goals stress the importance of high quality education for economic and social development. Leadership is an important aspect of quality, and the research reported in this paper shows the potential for instructional leadership to enhance student learning.

Originality/value

This is the first cross-national study of instructional leadership in sub-Saharan Africa.

Keywords

Acknowledgements

The research was funded by the British Council.

Citation

Bush, T., Fadare, M., Chirimambowa, T., Enukorah, E., Musa, D., Nur, H., Nyawo, T. and Shipota, M. (2022), "Instructional leadership in sub-Saharan Africa: policy and practice", International Journal of Educational Management, Vol. 36 No. 1, pp. 14-31. https://doi.org/10.1108/IJEM-01-2021-0027

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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