Educational Leadership in the 21st century is playing an important role in fostering leaders to be capable of dealing with significant economic, social, cultural, and environmental challenges faced by schools. With new models emerging and established approaches being redefined and further developed, education remains the main change agent in developing and developed societies. While recent research by scholars has confirmed that educational leadership makes a significant difference to student outcomes, each form of leadership has its own strengths and weaknesses and is applicable depending on the environment. Their analyses cease to question the type of models needed to be practiced in underprivileged schools.

Based on this view, this paper aims to revisit the models of leadership which are pertinent to the context of primary schools, and to discuss the best fit models which can be practiced in an underprivileged environment to ensure equitable quality education. The methodology for this paper reviews existing literature on educational leadership theories and concepts in an African context.

This paper concludes that educational leadership entails carrying the responsibility for the proper functioning of a system in an educational institution in which others participate being it resourced or under resourced. Educational leadership model(s) is an important notion and should play a more prominent role in the educational context it operates. In view of these, pragmatic recommendations have been made to describe the way forward for the attention of all stakeholders in education.

Authors:
Gideon Animah, University of Bath, United Kingdom

About the Presenter(s)
Gideon Kwasi Animah is currently a PhD Student at the University of Bath, UK and works with Sheffield City Council as a Senior Revenue Officer. My interest is in Educational Leadership in Sub-Saharan Africa particularly in Ghana.

Connect on Linkedin
https://uk.linkedin.com/in/gideon-kwasi-animah-0a738185

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