Educational leadership, management and administration in Africa: an analysis of contemporary literature

ABSTRACT

Over the past two decades, there have been calls by scholars for a more concerted effort to develop empirically grounded research studies on educational leadership management and administration in an indigenous context rather than hegemonic western contexts. This paper presents a review of contemporary literature on educational leadership from Africa in three internationally prestigious journals for the period 2008–2014. A descriptive and analytical perspective is used to understand the methodological approaches used by researchers studying educational leadership from and in Africa. The study identified a preference for qualitative research methods, an underdeveloped engagement with theory and causal claims. The volume of work published was relatively low, with a small number of countries being the focus of studies. We conclude that scholarship from Africa remains in its infancy and calls for greater attention to advance scholarship that is based on empirical evidence that is grounded in perspectives from different regions and societies in Africa.

KEYWORDS:

• Leadership
• management
• leadership in Africa

Notes on contributors

Gladys Nyanchama Asuga is a doctoral candidate in the School of Education at the University of Newcastle. Her research interests are in the area of educational leadership, leadership preparation and development. She has published work on educational leadership preparation and development in Kenya.

Dr Jill Scevak is a highly experienced researcher at the Centre for the Study of Research Training and Impact (SORTI) in the Faculty of Education and Arts, University of Newcastle, Australia, who has been involved in numerous projects over a 20-year period. Dr Scevak’s research has primarily focused on the theme of individual differences in learning at the school and undergraduate level of education, doctoral student learning and with a current primary focus on learning in the professions.

Scott Eacott PhD is an educational administration theorist in the School of Education at the University of New South Wales. He is widely published, with research interests and contributions falling in three main areas: educational administration theory and methodology; leadership preparation and development; and strategy in education. Scott’s latest book ‘Educational Leadership Relationally’ articulates and defends a relational approach to educational leadership, management and administration scholarship.