The transitioning of Teacher Training Colleges into Colleges of Education as tertiary institutions by Act 847 is significant for ensuring strategic management change. This research investigated the strategic management of Dambai College of Education in the transitional change. The study adapted the methodological framework of the “Theory of Organisational Change” to ascertain leadership strategies that worked well in contributing to rapid positive transformation and their impact and those potential strategies to further improve the College. The study was qualitative with an interpretive paradigm and nominalist ontological and epistemological stance with participatory inquiry design. Homogeneous purposive sampling was used to select 15 participants for data collection. Data was collected through an open-ended questionnaire. Thematic analyses were done. Findings under strategies that worked include effective governance, recruitment, continuous professional development, Internally Generated Funds (IGF), merit-based remuneration of staff, and enhancement of physical infrastructure. The impact made includes boosting the morale of staff, students, traditional authorities, and other stakeholders; ownership of responsibility; improved learning outcomes; more spaces and equipment for effective work; and the College's improved outlook. Strategies to adopt include more stakeholder engagement and integration of technology. The research concluded that the college has transformed positively and needs to further improve its developmental agenda by adopting hybrid change models.

Instructional leadership is one of the central research trends in school management and leadership. The period from 2002 to 2023 marks the transition from theoretical research to practical research. This study aims to find out research trends on Instructional Leadership from 2002 to 2023, thereby finding new research directions and effective applications in the practice of Instructional Leadership associated with different school contexts at different local, national, and regional. Research directions also need to be expanded with a larger scope associated with educational innovation in the 4.0 revolution. Using the bibliometric analysis method with the support of VOSviewer software, 995 types of research consisting of journal articles, book chapters, conference papers, and books were extracted from the Scopus database. Research results show that there are differences in research on Instructional Leadership in developed and developing countries in different socio-cultural contexts. There was the most significant growth from 2015-2017 in the volume, growth trends, and regional distribution of global IL press products. Leading Authors and IL Research Journals from the US and developing countries. Empirical studies follow three main directions: a school leader with the role of Instructional leadership, scholars who have focused on different aspects of Instructional leadership, and the actions in the instructional leadership models. Instructional Leadership from 2002 to 2023 focuses on teachers as well as student activities.

This study investigates the organising practices of directors in Early Childhood Care and Development (ECCD) centres, focusing on Ghana and offering insights applicable to global contexts. The research examines how directors manage resources, define tasks, delegate authority, and align organisational functions to achieve operational and educational goals. From the findings, four key themes emerged: resource allocation and management, task definition and role assignment, delegation and authority, and functional integration and task alignment. Public centres demonstrated greater efficiency due to clearer role definitions and effective delegation, while private centres faced challenges such as limited resources, role ambiguity, and reluctance to delegate authority. Task alignment with organisational goals and resource optimisation were found to be critical for maintaining operational coherence and meeting educational objectives. As a major contribution, the study develops an Integrated Organising Framework to guide ECCD directors in addressing these challenges. The framework offers practical strategies for improving resource allocation, clarifying roles, and fostering organisational alignment, particularly in resource-constrained settings. By addressing identified gaps, this framework provides a systematic approach to enhancing service delivery, staff performance, and operational efficiency while remaining adaptable to policy changes and diverse community needs.

The pathway for women to reach the superintendency in the United States is shaped by entrenched systems that resist progress. Women are often unfairly blamed for their lack of representation, which then perpetuates the notion that they are less suited for leadership. However, women are proving their capabilities by dismantling societal barriers, drawing on, and sharing their lived experiences, and transforming perceptions of female leadership. This study investigated the lived experiences of five female superintendents to reveal the specific actions and strategies that empowered them to achieve the superintendency. Utilizing Seidman’s three-interview approach, data were gathered through individual interviews, which were then analyzed thematically. The participants successfully navigated societal challenges by harnessing their unique strengths to influence, mobilize, and build strategic alliances. They seized key opportunities in their journeys and cultivated their skills, talents, and potential. The women did not merely adapt to existing structures; they actively created new opportunities for themselves, their communities, and future generations.

This study comparatively examines state policies of university autonomy in the Eastern Neighborhood countries of the European Union, with a particular focus on Georgia, Ukraine, and Moldova. Guided by the principles outlined in the 2007 Lisbon Declaration, the research investigates how university autonomy is shaped by state policies in these three countries. The study is grounded in the qualitative research design, drawing on document analysis, semi-structured interviews, and content analysis of legislative frameworks and higher education experts’ perspectives- including those of professors and administrative personnel. Five core features of university autonomy policies were identified: Legislative control over university autonomy, Political appointments to administrative positions, gaps between policymaking and implementation, the impact of funding on financial autonomy, and the existence of formal rather than substantive academic autonomy in relation to quality assurance standards. Two primary explanatory factors emerged: the scarcity of university resources and the persistence of centralized management practices. The study is framed through systems theory, drawing on the work of Alex Clark, Michael Hogg, and Ron Stewart in University Autonomy and Public Policy: A Systems Theory Perspective. From this perspective, universities, government bodies, and policymakers are understood as interdependent components of the broader systemic network, where actions taken by one entity influence the functioning of others. This research contributes to the limited academic literature on university autonomy in the EU’s Eastern Neighborhood by offering a cross-country comparison aligned with European higher education standards.