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This study examined post-colonial school leadership (SL) models and their role in instilling African values among learners in Botswana, Nigeria, and Zimbabwe. Using interpretivist qualitative interviews with fifteen participants, findings highlighted leadership rooted in humanism, collectivism, and moral virtues, while noting weak curricular models for Ubuntu and Botho.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-103-the-role-of-current-school-leadership-models-in-promoting-african-values/591179/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-103-the-role-of-current-school-leadership-models-in-promoting-african-values/591179.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main focus regarding school leadership models?","Question",{"text":112,"@type":113},"The study explored how post-colonial school leadership models instill African values among learners in Botswana, Nigeria, and Zimbabwe.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which leadership characteristics were identified in the traditional African context?",{"text":117,"@type":113},"Leadership in the traditional African context was described as characterized by humanism, collectivism, and moral virtues, guiding followers toward community excellence and integrity.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about current school leadership systems in the three countries?",{"text":121,"@type":113},"It established that the current SL systems lack properly designed and coordinated curricular models that develop African leadership values such as Ubuntu and Botho.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591179,1792211362,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 10(3), pp. 302-311, September 2022  \nDOI: 10. 30918/AERJ.103.22.049 ISSN: 2354-2160  \nFull Length Research Paper  \nThe role of current school leadership models in promoting African values: The impact on Botswana, Nigeria and Zimbabwe school leadership systems  \nChikezie Ignatius Ugwu*, Simangele Makore, Etlhomilwe Raditshego, Kaone Maboka and Nkobi Owen Pansiri  \nUniversity of Botswana, Botswana.  \nAccepted 1 September, 2022  \n\n| ABSTRACT\u003Cbr>The heterogeneous nature of African society has led to increased demand for transformational leaders rooted in African values and ideology necessary for Africans to thrive in the 21st Century. This study explored the role of post-colonial school leadership (SL) models in instilling African values among learners. The original African meaning and purpose of leadership and the extent to which African school leadership systems instil African leadership values in learners were re-considered. The study adopted a qualitative research approach underpinned by interpretivism. It compared the perspectives of fifteen (15) participants purposively selected from three former British colonies namely, Botswana, Nigeria and Zimbabwe. Interviews were used to collect data that were analysed thematically and presented using verbal utterances. Findings showed that leadership in the traditional African context was characterized by humanism, collectivism and moral virtues. Leaders guided their followers to achieve their goals for the effectiveness of the communities’ excellence and integrity. It was established that, in addition to school leadership training which was rampant in pre-colonial Botswana, both Zimbabwe and Botswana gave the male and the female genders a shot at leadership while Nigeria paid lip service to gender balance issues. In the three countries, the current SL systems do not have properly designed and coordinated curricular models that develop African leadership values such as Ubuntu and Botho. This study underlines the need\u003Cbr>to strike a balance between Eurocentrism and Africanism in the current SL systems in Africa. Keywords: Africanism, school leadership, Eurocentrism, Ubuntu, Botho. |\n| --- |\n| *Corresponding author. E-mail: [chike_3@yahoo.com](chike_3@yahoo.com). |\n\nINTRODUCTION  \nAfrica is in dire need of transformational leadership that is anchored in African values, ethos, needs and ideology for the African learner to thrive in the 21st Century. Literature demonstrates reasonable effort carried out in studying the causes of societal incoherence in leadership and the collapse of some African nations’ socio-political systems during and after colonization (Nkrumah, 1965; Nkomo, 2011; Zoogah and Nkomo, 2013; Darley and Luethge, 2019) . The leadership incoherencies and collapse could be attributed to the adoption of leadership models in African society that lacked the accommodative tenets of African values, culture, and settings of heterogeneity and egalitarianism (Sperandio and Kagoda, 2011) . Present-  \nday Africa is therefore engulfed in school leadership model systems that are informed by the Western development leadership model systems, owing much to the legacies of colonialism .  \nPurpose of the study and objectives  \nEducation has remained the most powerful weapon for socio-economic development, and no nation can grow beyond its education system . The failure of most countries in post-colonial Africa could therefore be attributed to failed education systems that lack African  \nUgwu et al. 303  \nvalues and culture. This motivated the desire to study the contemporary role of traditional leadership practices and values in the post-colonial education system . The three cases (Botswana, Nigeria and Zimbabwe) in this study are former British Colonies. They inherited and still to this day follow the administrative systems brought in during colonization. They have since adopted uncritically the education systems of their colonial masters. Therefore,","cbCaikWOGmPb92IP","https://ap.wps.com/l/cbCaikWOGmPb92IP","pdf",112246,"English","# Abstract\n# Introduction\n## Purpose of the study and objectives\n# Literature review","[{\"question\":\"What was the study’s main focus regarding school leadership models?\",\"answer\":\"The study explored how post-colonial school leadership models instill African values among learners in Botswana, Nigeria, and Zimbabwe.\"},{\"question\":\"Which leadership characteristics were identified in the traditional African context?\",\"answer\":\"Leadership in the traditional African context was described as characterized by humanism, collectivism, and moral virtues, guiding followers toward community excellence and integrity.\"},{\"question\":\"What did the study find about current school leadership systems in the three countries?\",\"answer\":\"It established that the current SL systems lack properly designed and coordinated curricular models that develop African leadership values such as Ubuntu and Botho.\"}]","African Educational Research Journal - Vol. 10(3) - The role of current school leadership models in promoting African values | PDF",1792071285,25]