Leadership and Management of Change for Quality Improvement - Examining Educational Leadership and Quality in Developing Countries

The paper explores the challenges that are faced by primary sector education in three developing countries namely Ghana, Tanzania and Pakistan that are far away from achieving the Millennium Development Goals of Universal Primary Education. The study highlights the definition of quality put forward by various International bodies including UNESCO and states that quality education is based on relevancy of content, access and outcome and upholding individual rights. Drawing from various secondary sources, the study examines the recent policy initiatives and role of the head teacher in quality education in three countries and results indicate that despite several policy initiatives, all three countries show poor state of quality education. This is largely attributable to the subservient role assumed by the head teacher who rather than seeking for knowledge generation of fellow colleagues is merely engaged in following out orders from top authorities.

The concept of quality education and role of head teachers has not been explored through rigorous research and study in these developing nations which prevents policymakers from designing effective educational strategies. The paper concludes that further research needs to be conducted in Ghana, Tanzania and Pakistan so that educational policies can be designed and implemented in various disadvantaged areas of the countries.