This report examines the policies, practices, research, and coordination mechanisms shaping school leadership in Liberia. Developed in collaboration with the Ministry of Education, Education Development Center (EDC), and other partners under the Leaders in Teaching initiative, the report aims to establish an evidence-based understanding of the current landscape and identify priorities for strengthening school leadership.
The study combines a review of legislation, policies, programmes, and research with consultations involving 36 stakeholders and a national validation workshop. Of 43 studies initially identified, 29 publications were selected for detailed analysis. Findings reveal that, although Liberia has established important policy foundations, implementation remains fragmented. School leaders often lack structured preparation, standardised induction, mentoring, and coordinated continuous professional development. Limited resources, centralised decision-making, weak accountability mechanisms, and insufficient research-to-policy linkages further constrain leadership effectiveness.
The report also highlights persistent gender and social inclusion gaps, particularly the underrepresentation of women and people with disabilities in leadership positions. To address these challenges, it recommends establishing a comprehensive national school leadership policy and competency framework, integrating professional development and career pathways, strengthening research and sector coordination, and translating inclusion commitments into measurable actions.
An accompanying roadmap outlines practical priorities for building a coherent, inclusive, and sustainable school leadership system that supports improved teaching, learning, and educational outcomes across Liberia.