Instructional Leadership in the Global South: Lessons from Innovation and Practice in India, Indonesia, and Sierra Leone

Foundational literacy and numeracy (FLN) remains a critical challenge in the Global South, with high levels of learning poverty and persistent inequities. Despite evidence that school leadership positively influences student learning, instructional leadership in low- and middle-income countries (LMICs) is under-researched and often under-supported. This chapter draws on mixed-method research conducted between 2021 and 2025 in India, Indonesia, and Sierra Leone, examining how school leaders support FLN-focused, innovative instructional interventions. This chapter highlights the mechanisms through which school leaders influence programme implementation, including classroom observation, teacher mentoring, logistical facilitation, and follow-up support. The chapter also discusses systemic and contextual barriers – time constraints, administrative burdens, frequent transfers, and limited autonomy – that shape school leaders’ capacity to lead instructional change. Findings emphasize the importance of integrating school leadership development within broader systemic reforms and the value of middle-tier actors in supporting both leaders and teachers. Practical implications include strategies for designing innovative, scalable, context-sensitive FLN interventions that leverage instructional leadership, foster professional learning communities, and use technology to sustain teacher practices. This chapter offers insights for policymakers, practitioners, and researchers seeking to strengthen educational outcomes through strategic investments in school leadership in complex and resource-constrained settings.