Purpose – This paper aims to examine the challenges facing new principals in Africa.Design/methodology/approach – Based on recent research and literature, the paper analyses the experience of principals and proposes an induction model for principalship in Africa.Findings – School principals in Africa face a daunting challenge. They often work in poorly equipped buildings with inadequately trained staff. There is rarely any formal leadership training and principals are appointed on the basis of their teaching record rather than their leadership potential. Induction and support are usually limited.Originality/value – The paper provides an overview of the limited literature and research on new principals in Africa and develops a grounded conceptualisation of their role.

New principals in Africa: preparation, induction and practice

Leadership is critical to educational development and specific preparation is vital if leaders are to maximise their effectiveness. In this major new text, Tony Bush draws on his extensive international experience and research to examine the case for leadership development and assess the different modes of preparation used in Europe, including the U.K., North America, Asia Pacific, Australia, New Zealand and Africa. He also examines research on how leadership impacts on school and student outcomes and considers future directions for leadership and management development in education. This text is essential reading for students of educational leadership and management as well as for policy-makers, headteachers and principals.

Leadership and Management Development in Education

There is great interest in educational leadership in the early part of the twenty‐first century. This is because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including both developed and developing countries, there is increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their students and learners. More governments are realising that their main assets are their people and that remaining, or becoming, competitive depends increasingly on the development of a highly skilled workforce. This requires trained and committed teachers but they, in turn, need the leadership of highly effective principals with the support of other senior and middle managers.

Leadership development and school improvement: contemporary issues in leadership development

The growing interest internationally in leadership development and how leaders contribute to student learning makes the development of the National College for School Leadership (NCSL) an intriguin...

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The National College for School Leadership: A North American Perspective on Opportunities and Challenges

Profound Improvement: Building Capacity for a Learning Community

The English National College for School Leadership organized a programme of study visits to several international leadership centres in 2001. This article reports the findings of these visits and relates them to recent research on school leadership preparation. This shows a widespread commitment to training and preparation for headship but considerable diversity in the nature of such provision. There are many courses for aspiring, beginning and experienced principals but few examples of a coherent programme for all three stages. Preparation for leadership teams and middle managers is very limited. Learning modes include on-line provison, mentoring, coaching and internship as well as courses. The article recommends the establishment of an international network of leadership centres.

David Jackson

Papers

A Preparation for School Leadership: International Perspectives.