Situating School Leadership in African Discourses: Reflections from Zambia

In this paper, a selected historical position of leadership theorising is explained starting with the mainstream four categories of the essentialist, relational, critical, and constructionist concepts. This is followed by the educational leadership theory outlining the four core positions in leadership studies of critical, humanistic, instrumental, and scientific. The phenomenon of culture and the location or context in which research into leadership is conducted is also articulated. The issue of culture, context and perceptions in the discourses of leadership in Africa as they relate to the Butu-Ubuntu leadership philosophy that is considered as a model and framework for an Afro-centric leadership concept are explored. The paper argues for scholars and researchers to challenge the current position of school leadership public policy and practice in Africa in general and Zambia in particular as to whether the intended objectives are being realised and if not propose an alternative course of action as appropriate based on research findings.