This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024/5 GEM Report, Leadership in education.
This study on school leadership competences in Sub-Saharan Africa (SSA) examines leadership traits and practices specific to the region, emphasising the concept of Ubuntu school leadership. Drawing on data from Ghana, Kenya, and Zambia through narrative interviews and qualitative analysis, the research highlights school leaders’ adaptability, community engagement, and inclusive decision-making. Despite resource constraints and organisational challenges, leaders employ innovative, community-based solutions to drive academic success and personal growth.
The findings emphasise the importance of empowering leadership practices, continuous professional development, and mentorship for effective leadership. School leaders demonstrate resilience and the ability to inspire both teachers and students while fostering holistic well-being within their communities. Ubuntu principles—focusing on inclusivity and interconnectedness—emerge as a foundation for transformative leadership in African education.
The study offers policy and practice recommendations for promoting these competences and advancing the Ubuntu leadership approach. It also calls for further research to deepen understanding and support leadership development in SSA.
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