Transformative Educational Leadership for Equity and Innovation in Nigeria: Evaluating Educator Professional Growth and Change Practices in Public Universities
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This Capstone discusses how transformative educational leadership contributes to the progress of equity, innovation, and teacher development in the Nigerian public universities. This Capstone is placed in the context of the on-going governance issues, failure of policy implementation, and underfunding of the higher education sector in Nigeria to pose a question of how leadership practices influence the outcome of institutional change and professional development. Based on Transformative Leadership Theory and Transformational Leadership frameworks, the research approach is qualitative, where peer-reviewed literature, policy documents, and empirical research are analysed. The results demonstrate that although Nigerian universities are governed by inflexible hierarchical systems, transformative leadership practices, including shared vision, mentoring, learning communities, and reflective practice, have not been fully exploited because of politicking interfering with university activities, bureaucratic centralization, ineffective accountability, and inconsistent policy implementation. The analysis also shows that the lack of teacher professional growth is strongly connected with leadership approaches that focus on administrative manipulation instead of equity-based and innovation-driven change. Ultimately, the paper emphasizes the urgent necessity of leadership models that can disrupt existing patterns of inequality, promote ongoing professional development, and foster an inclusive institutional culture.
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http://purl.org/coar/resource_type/c_1843
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en