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- Vol 4 RE: Chapter 23, App C
educational leadershipdistributed leadershipinstructional leadershipteacher leadershipcommunity participationleadership developmentshared accountabilityReport Evidence summaryAt a glance
The 2024/5 Global Education Monitoring Report examines leadership at school, middle-tier, system, political, and community levels and asks how it can advance inclusive, equitable learning. Drawing on comparative evidence and country profiles, it organises effective educational leadership around four dimensions: setting expectations, focusing on learning, fostering collaboration, and developing people.
Key ideas
Leadership effects depend on context and are distributed across many actors, not confined to formally appointed principals. The report analyses how leaders are selected, prepared, supported, given autonomy, and held accountable, noting that preparation programmes often omit one or more core dimensions and that political turnover can disrupt sustained reform. It also considers teacher leadership, student and community participation, gender disparities, crisis settings, and tensions between administrative demands and instructional priorities. Recommendations call for transparent and inclusive recruitment, professional standards, relevant preparation, continuous development, collaborative cultures, adequate resources, and governance that combines trust with accountability.
Why it matters
For schools and systems, the report cautions against heroic-leader models: improvement is more likely when capable people share purpose, attend closely to learning, build others’ expertise, and have stable conditions for collective action.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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