Instructional leadership in sub-Saharan Africa: policy and practice

Bush, Tony; Fadare, Mofoluwake; Chirimambowa, Tamuka; Enukorah, Emmanuel; Musa, Daniel; Nur, Hala; Nyawo, Tatenda; Shipota, Maureen

Abstract

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.

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.

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.

Citation

Bush, T., Fadare, M., Chirimambowa, T., Enukorah, E., Musa, D., Nur, H., Nyawo, T., & Shipota, M. (2022). Instructional leadership in sub-Saharan Africa: policy and practice. International Journal of Educational Management, 36(1), 14-31. https://doi.org/10.1108/IJEM-01-2021-0027

• Journal Article Type: Article
• Acceptance Date: Oct 21, 2021
• Online Publication Date: Nov 3, 2021
• Publication Date: Jan 17, 2022
• Deposit Date: Jan 7, 2022
• Publicly Available Date: Jan 12, 2022
• Journal: International Journal of Educational Management
• Print ISSN: 0951-354X
• Publisher: Emerald
• Peer Reviewed: Peer Reviewed
• Volume: 36
• Issue: 1
• Pages: 14-31
• DOI: https://doi.org/10.1108/IJEM-01-2021-0027
• Keywords: Organizational Behavior and Human Resource Management; Education; Organizational Behavior and Human Resource Management; Education
• Public URL: https://nottingham-repository.worktribe.com/output/6609224
• Publisher URL: https://www.emerald.com/insight/content/doi/10.1108/IJEM-01-2021-0027/full/html
• Additional Information: Bush, T., Fadare, M., Chirimambowa, T., Enukorah, E., Musa, D., Nur, H., Nyawo, T. and Shipota, M. (2021), "Instructional leadership in sub-Saharan Africa: policy and practice", International Journal of Educational Management. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher