School Leadership Across Contexts (SLAC) comparative research examines leadership approaches of secondary school leaders (school administrators) in Jamaica, Kenya and the Greater Toronto Area(GTA). Further research is commencing in Ghana and Zambia in 2022. School leadership has become an education policy priority globally (OECD, 2008). Leadership is a crucial ingredient in bringing about change in schools and improving the learning outcomes for students (Leithwood et al., 2004). Given this reality, researchers are interested in gaining deeper understanding of factors that inform leadership practices of school leaders, particularly in the global south.

The OECD (2008) suggests the development of
school leadership frameworks that respond to current and future educational environments, as countries adapt their education systems to the needs of contemporary society. Research conducted by the SLAC research team seeks to generate knowledge on school leadership from post/neo-colonial contexts and Canada that will contribute to educational leadership discourse. Dimmock and Walker (2000) argue that greater influence on educational leadership discourse, theory and policy by scholars from developing countries are needed to broaden the field.

SLAC focuses on school principals in secondary schools. The main objectives are to:

Critically investigate ways in which school principals address emerging social shifts and complexities;

Understand philosophies that inform school leaders’ leadership practices and approaches

Examine leadership training and development of school leaders and understand existing gaps;

Broaden the knowledge base and school leadership discourse.

Impact educational policy and practices, including preparation of school administrators.

Research has been conducted in Kenya, Jamaica and the Greater Toronto Area (GTA). The research in the central region of Ghana has commenced. The research team looks forward to commencing research in Zambia.