School Leadership in Zambia: A Systematic Literature Review

Abstract

This systematic review examines contemporary research investigating the intersection of literature on school leadership that has been well explored. It delves into school leadership in Zambia, seeking to provide a comprehensive and insightful analysis of the country's current state of educational leadership practices. With a focus on understanding key trends, challenges, and opportunities, the review aims to synthesize existing research and literature on school leadership in Zambia. In conformity with the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, a comprehensive search of the literature was done using iterative selection procedures. This process resulted in the identification of 44 empirical items that satisfied the predetermined criteria for inclusion in this comprehensive analysis.The selection process was based on considerations of relevance and quality, as determined through the weight of evidence evaluations.The research results show school leaders in Zambia encounter various obstacles, including limited resources, inadequate professional development opportunities, and bureaucratic constraints. Additionally, the findings reveals that school leadership in Zambia encompasses diverse leadership styles, each with its implications for educational outcomes.The paper posits that it is imperative to invest in comprehensive and continuous professional development, policy makers can foster a culture of continuous improvement among school leaders.