Studies on School Leadership in Zambia: A Review

Abstract

This review paper set out to map trends in the theoretical/conceptual framework, study design, assessment instrument, and findings by researchers in the study of school leadership for over 50 years in a systematic manner in Zambia. The review examined dissertations/thesis and published journal articles from 1964 to 2015 and shows a slow uptake of school/educational leadership research from 1964 to 2000 with a marked increase in the year 2001 onwards. The review also shows a conceptual/theoretical framework and findings by researchers do not project any particular strong pattern or trend.

Key Words: School/Educational leadership, systematic research review, knowledge production.