INSTRUCTIONAL LEADERSHIP IN SUB-SAHARAN AFRICA: A COMPARATIVE STUDY OF POLICIES AND PRACTICES IN SIX COUNTRIES

Abstract

This paper presents a comprehensive comparative study of instructional leadership policies and practices across six Sub-Saharan African countries: Ghana, Benin Republic, Uganda, Kenya, South Africa, and Eswatini. Recognizing the pivotal role of instructional leadership in enhancing the quality of education, as emphasized by the Sustainable Development Goals, this study broadens the geographical scope beyond existing research. Drawing from a synthesis of primary, secondary, and tertiary literature, the paper explores commonalities and diversities in instructional leadership across the selected countries. Six key themes are addressed: conceptual understanding of instructional leadership, policy frameworks, roles and structures, balance between instructional and administrative activities, delegation and distributed leadership, and resource allocation for instructional leadership. The insights gleaned from this review are expected to inform practical strategies for optimizing instructional leadership at the school level, thereby contributing to improved student learning outcomes and overall school effectiveness.

KEYWORDS: Instructional Leadership, Education Policies, Leadership Practices, Sub-Saharan

Africa, Comparative Study, School Effectiveness, Student Learning Outcomes.

__________________

CORRESPONDING AUTHOR: Ademola Ibunkunolu Atanda. Department of Educational Management, University of Ibadan, Ibadan, Nigeria. Email: ademolaui@gmail.com