Abstract: Technology integration in Zimbabwe’s education system has been a gradual process. The government of Zimbabwe launched the Presidential Schools Computerization Programme in year 2000, which aimed at transforming the country into an information technology hub. This initiative introduced computers and ICTs in schools, marking the beginning of technology integration in the education system. In 2016, a National ICT Policy was drafted, acknowledging the role of ICTs in the education sector. However, after this welcomed move, there has been little commitment or urgency to implement this policy by most school leaders. Notwithstanding the potential of digital technologies, it is discovered that efforts to harness the technology integration in education in some schools remain stunted. Thus, this study explored the role of school leaders in promoting technology integration in educational settings. Through a case study design, this research investigated the ways in which school leaders support or hinder technology integration. The study also revealed challenges and barriers that school leaders face in implementing technology integration initiatives. Additionally, the study provided recommendations for policy makers, educators and school leaders on how to enhance technology integration in schools. This research contributes to understanding the critical role that school leaders play in shaping the effective use of technology in education. Eight primary schools selected and studied in Matebeleland South Metropolitan Province. The study employed a purposive sampling procedure andparticularly targeted heads of schools and deputy heads.

Abstract: This study explored organisational citizenship behaviour (OCB) among teachers in government-aided secondary schools in Greater Bushenyi, Uganda, focusing on head teachers’ perceptions, experiences, and strategies for improvement. Guided by Social Exchange Theory and Organ’s OCB framework, the study examined how discretionary behaviours such as altruism, conscientiousness, courtesy, sportsmanship, and civic virtue are understood and practised within school contexts. Aqualitative descriptive research design was adopted, and data were collected from ten head teachers using key informant interviews. Data were analysed using thematic analysis. The findings revealed that organisational citizenship behaviour is perceived as weak and inconsistently demonstrated across all dimensions, with teachers largely prioritising formal job responsibilities over voluntary engagement. In practice, OCB was found to be minimally manifested, characterised by low collaboration, poor accountability, limited participation in school activities, and resistance to organisational processes. These patterns indicate that OCB is not institutionalised within daily school operations but occurs sporadically and inconsistently. Despite these challenges, participants identified strategies for improving OCB, including promoting collaborative cultures, strengthening accountability systems, enhancing professional relationships, and adopting participatory leadership practices. The study concludes that strengthening organisational citizenship behaviour requires a systemic and context-responsive approach that integrates leadership, institutional support, and teacher engagement. The findings extend Social Exchange Theory by demonstrating that teachers’ discretionary behaviours are shaped by perceived organisational support and reciprocity within resource-constrained educational contexts. The study recommends that policymakers and school leaders prioritise supportive institutional environments to enhance teacher engagement and improve organisational effectiveness.

Abstract: School administrators play a pivotal role in shaping the conditions under which teachers implement competency-based curricula (CBC), particularly through leadership practices, resource allocation, and institutional support that influence teacher commitment. In Sub-Saharan Africa, CBC reforms have expanded rapidly over the past three decades; however, implementation outcomes remain uneven as school administrators operate within persistently constrained education systems. This narrative review synthesises empirical and policy-oriented literature on the system-level challenges confronting school administrators in strengthening teacher commitment to implementing CBC in secondary schools. The review draws on peer-reviewed studies from Google Scholar, ERIC, and Scopus, alongside grey literature from ministries of education, the United Nations Educational, Scientific and Cultural Organization, and the Organisation for Economic Co-operation and Development published between 1997 and 2025. The findings identify key system-level constraints, including limited instructional leadership capacity, weak professional development structures, large class sizes, resource and staffing shortages, accountability pressures, and policy–practice misalignment. Collectively, these interacting constraints position school administrators as change agents operating within highly constrained systems, thereby limiting their capacity to foster sustained affective and normative teacher commitment to implementing CBC. The review highlights the need for policy and institutional reforms that strengthen school-level leadership capacity and provide enabling conditions for administrators to support teachers’ engagement with CBC requirements. It concludes that without addressing the system-level constraints on school administrators’ capacity, efforts to strengthen teachers’ commitment and sustain CBC implementation in secondary schools are unlikely to succeed.

Abstract: The study was premised on the argument that leaders and their leadership styles have a significant contribution to enhancing attainment of the schools’ goals and objectives. The study sought to achieve one objective intended to explore the worthiness of the leadership style used by heads of schools in Kigamboni Municipality, Tanzania. Sampling was purposive to four (4) head of schools, twenty-eight (28) teachers, four (4) academic masters and one (1) Municipal educational officer thus forming a sample of thirty-seven (37) participants from four secondary schools in Kigamboni Municipality. Data collection methods were interviews and focus group discussions. These enabled the researcher to gather multiple sources of information on the worthiness of leadership style used by heads of schools in Kigamboni Municipality, Tanzania. Thematic analysis based on six steps used to analyse the obtained data. Findings were presented using percentages and quotations obtained from the participants. The analysis of data revealed that heads of schools used more democratic and autocratic leadership style. There are some evidence to support that some heads of schools used laissez faire leadership style which negatively or positively affected teachers’ job performance and attainment of the pre-determined goals and objectives. The study recommends heads of schools to employ a mix of leadership styles in their leadership practices. The use of mixed leadership styles has the potential to enable different styles to complement each other thus enabling teachers to be productive within the schools.

Abstract: In Kenya, school development planning for public schools involves determining school needs, prioritizing school needs, preparing action plans, implementing and monitoring the plans. Specifically, public schools in Mbeere – North subcounty have always adopted strategic plans as directed by the Ministry of Education. However, schools continue experiencing dismal performance and poor management. Thus, the study assessed the influence of school dynamics in the implementation of strategic plans in public secondary schools in Mbeere North Sub- County, Embu County. The study was guided by two research questions; 1. What is the influence of stakeholder involvement on the implementation of strategic planning? 2. How does the principal’s leadership influence the implementation of strategic planning? The study adopted mixed method approach with an explanatory sequential research design. The study used stratified sampling to select 341 respondents. Questionnaires were used to collect data from Board of Management members, teachers and students whereas interview guides were used to collect data from principals, the Sub-County Director of Education and the Quality Assurance Officer. Validity was established through expert judgement. Reliability was determined using test-retest technique. Qualitative data was analyzed thematically while quantitative data analyzed using descriptive statistics. The study found that secondary schools in Mbeere North Sub- County had long term strategic planning, which if properly implemented, would benefit the stakeholders in schools. The study established that some principals included the stakeholders in the implementation of strategic planning. The study found that effective leadership in strategic planning play the role of making good planning, providing better awareness of needs.

Abstract: Education systems have gradually adopted partial methods of imparting knowledge to learners by focusing on Academic performance and neglecting the co-curricular. However, there are some schools that have supported the co – curricular activities and consequently have continued to encounter a series of challenges that influence the performance of the co-curricular activities. The Kenyan Education System is not exceptional. This study sought to examine the influence of management of School dynamics on performance in co-curricular activities in Secondary Schools in Malindi Sub County. The objectives of the study were to investigate how management of planning strategies and management of leaders influenced the performance of secondary schools in co-curricular activities in Malindi Sub County. The study was guided by the Systems Theory and educational productivity theory. The research design employed was concurrent triangulation Mixed research approach comprising of qualitative and quantitative data. The target population was 8885 subjects. Stratified random sampling technique was used to select participants. Data was collected through questionnaires and interviews. The qualitative data was analyzed thematically in line with the stated objectives while quantitative data was analyzed using Statistical Packages for Social Sciences (SPSS Version 21). The study found that to a great extent, management of school planning strategies influence performance in co-curricular activities in secondary schools in Malindi Sub County. As a strategy for many schools, the co-curricular were planned by the principal and the games master. School principals used autocratic type of leadership which was more of cooperative for stakeholders.