Revisiting School Leadership: Indigenous Challenges to Global North Models

There is great interest in school leadership models, with their potential to explain and interpret leadership structures and processes. Models developed in the Global North, notably in the UK and USA, are now widely cited by scholars, policy-makers, and practitioners in many countries, including in the Global South. This article reviews the origins and development of these models, and their application in African and Asian contexts. It also examines the emergence of indigenous models, notably Ubuntu, Confucianism, and Islamic theory. The problem under scrutiny is why indigenous models appear to be neglected in the Global South, in favour of international models. These specific approaches are chosen because they have wide applicability, beyond nation-states. The paper stresses the importance of context and offers links between global and indigenous models. The topic is important and relevant given the growing concern about post-colonial influences in many Global South countries.