Educational leadership and learner achievement: contemporary issues
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Date
2015
Authors
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Publisher
National University of Science and Technology
Abstract
The context of school leadership in Africa has been changing, which is reflected particularly in numerous past and ongoing
educational reforms and school restructuring movements. At the macro level, the main trend of educational reforms include
re-establishment of new national vision and new educational aims for schools, restructuring educational systems at
different levels for new educational aims and market driving, privatizing, cost sharing, greater self management and self
governance and diversifying school education throughout the world. At the meso level, there is increased parental and
community involvement in school leadership. At the school site level, the major trends consist of ensuring educational
quality, standards and accountability. At the operational level, the main trends include the use of Information and
Technology (ICT) in learning and teaching and applying new technologies in management, and making a paradigm shift in
learning, teaching and assessment. This paper examines educational leadership and learner achievement in schools. In
this article I argue that, in many parts of the world, including both developed and developing countries, there is increasing
recognition that schools require effective leadership schools are to provide the best possible education for learners. I
conclude that the combined direct and indirect effects of school leadership on learner achievement may be small but
educationally significant.
Description
Journal article
Keywords
Educational leadership, transformational, School performance, leadership styles, Empowerment