Bridging Divides Through School Leadership: Comparative Insights on Policy-to-Practice Pathways in Malawi, Sierra Leone, and Tanzania

• In Event: Education Sub Saharan Africa: Promoting the Visibility of Education Research in a Context of Fragile Peace

Proposal

School leadership is increasingly recognised as a driver of educational quality, equity, and system resilience, yet many countries struggle to translate policy into practice. Through the Leaders in Teaching (LIT) initiative, the African Centre for School Leadership (ACSL) has conducted national mapping in Malawi, Sierra Leone, and Tanzania to assess policies, professional development, research, and coordination, generating evidence to strengthen school leadership ecosystems. Supported by the Mastercard Foundation, LIT enhances secondary education so young people acquire 21st century skills for employment, learning, and citizenship, based on the Foundation’s four pillars: Recruit, Train, Lead, and Motivate school leaders.

This paper aims to examine the factors that facilitate or hinder school leadership development across the three countries. It compares policy design, professional development, and research use, identifies effective practices and innovations in areas like leadership training, gender equality, and system coordination. The study then draws lessons to inform regional and global efforts to build robust, context-aware school leadership systems.

Each mapping exercise applied a phased, mixed-methods design. Desk reviews of literature (2000–2025) were undertaken to identify frameworks, trends, and gaps. Stakeholder consultations involved policymakers, school leaders, teacher educators, researchers, and development partners through interviews, focus groups, and validation workshops. A comparative analysis then synthesised findings across contexts to highlight patterns, divergences, and transferable strategies, highlighting the three countries where detailed mapping has been completed.

The paper also highlights lessons and entry points for reform: strengthening implementation, institutionalising sustainable professional development, embedding gender equity in leadership pipelines, building research capacity, and fostering results-oriented coordination. These insights inform global debates on translating leadership policy into tangible improvements in teaching, learning, and equity.

The comparative analysis reveals both shared challenges and country-specific innovations. Malawi, Sierra Leone, and Tanzania have leadership standards and policies aligned with SDG 4 and CESA, but implementation is weak due to limited awareness, fragmented responsibilities, and underfunding. Professional development is evolving through initiatives such as Sierra Leone’s School Leadership Programme, Tanzania’s ADEM-led reforms, and Malawi’s CPD revisions, which show promise but remain donor-dependent, inconsistent, and uneven in reach.

Research capacity is emerging, with Malawi and Sierra Leone developing research communities and Tanzania shaping a national agenda, yet efforts are constrained by scarce funding, weak dissemination, and limited policy integration. Gender disparities persist, with women underrepresented in leadership, only 8% of secondary principals in Sierra Leone and modestly higher rates in Malawi and Tanzania. Coordination platforms exist but lack national ownership, though proposals such as Malawi’s National School Leadership Centre and Tanzania’s coalition-building signal opportunities for stronger alignment and sustainability.

This comparative analysis demonstrates how school leadership ecosystems in SSA are deeply shaped by their contexts, with implications for both equity and social cohesion. By strengthening policy implementation, institutionalising sustainable professional development, building national research capacity, and embedding gender equity in leadership pipelines, education systems can position school leadership as a force for peacebuilding and transformation. These lessons speak directly to global efforts to re-examine the role of education in bridging divides and fostering inclusive, resilient societies.

Authors

• Pauline Essah, Education Sub-Saharan Africa

• Leila Hussein Abdullahi, Education Sub Saharan Africa (ESSA)

• Edmund Nibeneeh Aalangdong, Education Sub-saharan Africa (ESSA)