preprint
The global shift from viewing school principals as administrative managers to instructional leaders has gained substantial traction in education policy and research over the past two decades. Yet in Sub-Saharan Africa, where principals operate within resource-constrained, centralised, and culturally distinct education systems, the extent to which this transition has occurred, and the conditions that enable or impede it, remain insufficiently synthesised. This systematic review examined the role orientations and practices of secondary school principals across the region.
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DOI: 10.17605/osf.io/8xek3
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