RESHAPING SCHOOL LEADERSHIP FOR GLOBAL, FUTURE-READY LEARNING COMMUNITIES

• Taiwo Olufunmilayo Olusa, PhD

  Institute of Educational Leadership Practitioners of Nigeria Ikeja, Lagos

  Author

This study explores how Nigerian school principals are reshaping leadership practices to foster global, future-ready learning communities, particularly in the face of persistent resource constraints. It investigates the extent to which global leadership models—such as transformational, instructional, and distributed leadership—are being adapted within the local context and identifies the core leadership competencies driving innovation and staff empowerment during the era of the Fourth Industrial Revolution (4IR). Utilizing a mixed-methods approach, the research gathered quantitative data through surveys of secondary school principals and teaching staff, complemented by qualitative insights from focus group discussions. Findings indicate a growing adoption of global leadership models, with visionary thinking, digital fluency, and collaborative decision-making emerging as critical competencies for future-ready education. A statistically significant relationship was found between principals’ digital leadership practices and the level of innovation among teaching staff. Despite challenges such as limited funding and ICT infrastructure, Nigerian school leaders are demonstrating adaptive capacity and leadership agency. The study concludes by recommending context-sensitive leadership development programmes, policy reforms, and stronger digital infrastructure to support the transition toward globally aligned, innovation-driven school communities.

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