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Abstract
Educational leadership stands at the center of contemporary debates on education quality, governance, and national development across Africa (Bush, 2019). As countries confront persistent challenges related to school performance, curriculum implementation, equity, and accountability, the role of school leaders becomes increasingly decisive (Hallinger, 2018). Educational leadership is no longer perceived merely as administrative coordination; it is now recognized as a profession that requires specialized competencies, structured preparation, ethical grounding, and continuous professional development (Oduro, 2016). Across Kenya, South Africa, and Ghana, policymakers, scholars, and development partners emphasize that the professionalization of educational leadership is essential for driving sustainable development—an imperative embedded in the African Union’s Agenda 2063 and the United Nations Sustainable Development Goal 4 (Bush, 2019). Despite this recognition, the institutionalization of leadership standards and the creation of coherent professional pathways remain uneven.
The need for professionalized leadership emerges from shifts within education systems, including decentralization, competency-based curricula, and demands for inclusive and equitable schooling (Wanjala, 2020). These transformations require leaders who are competent in instructional leadership, community engagement, data-driven decision-making, and resource management. Yet, many African countries still operate under leadership models that prioritize administrative experience over formal training (Simkins, Davis & Barron, 2019). This study, therefore, seeks to address a critical gap in understanding how leadership professionalization influences educational quality and sustainable development outcomes (Lumby, 2019).
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