This study delves into the role of leadership in addressing disparities in higher education arising from the post-COVID-19 era, as experienced by Vietnamese lecturers. Drawing on qualitative data obtained through semi-structured interviews with 15 university lecturers across diverse regions and institutions in Vietnam, the research aimed to capture the essence of effective leadership behaviors during this unprecedented crisis. The study is underpinned by the Transformational Leadership Theory and Sociocultural Theory. Findings underscore the significance of visionary and inspirational leadership, emphasizing a clear direction amidst adversities. The importance of empathetic and supportive leadership, active faculty engagement, flexibility, commitment to capacity-building, and transparent communication emerged as paramount. Viewed through the theoretical frameworks, the results elucidate how leadership strategies resonated with both universal leadership principles and culturally specific Vietnamese values. The implications drawn highlight the need for adaptive and culturally attuned leadership in crisis scenarios, especially in academic settings. Though the study offers a profound understanding of leadership in a post-pandemic Vietnamese educational context, it also recommends expanded, diverse, and cross-cultural investigations to provide a more holistic perspective in future research endeavors.

This study examines the characteristics, challenges, and strategies of school leadership in Cambodian high schools, with a focus on leadership in resource-constrained settings. Using a qualitative case study approach, the research investigates how principals in six northwestern provinces implement leadership practices to improve educational outcomes. Data were collected through semi structured interviews with 21 principals and analyzed via thematic analysis. Key findings reveal that visionary approaches, collaborative cultures, data-driven decision-making, and resilience characterize effective leadership. Challenges such as limited resources, variable teacher quality, and insufficient professional development hinder progress. The study contributes to educational leadership theory by highlighting the critical role of tailored leadership development programs and resource management in transforming underperforming schools. Practical implications include recommendations for policymakers to expand leadership training, enhance community engagement, and prioritize funding for underperforming schools. This research offers valuable insights for improving leadership in post conflict and resource-limited educational contexts.