The purpose of this systematic review is to further understanding of synthesized global and Ethiopian evidence on leadership challenges in implementing educational policy reforms in secondary schools. A total of 2847 articles were identified from 6 electronic databases. Researchers conducted a systematic review of 50 eligible articles that focused on leadership challenges in implementing educational policy reforms in secondary schools: global and Ethiopian evidence utilizing empirical research designs and published in peer-reviewed English-language journals between 2021 and 2025. This review synthesized five major challenges identified, including (1) resource-related challenges, (2) stakeholder management challenges, (3) capacity and training challenges, (4) contextual and cultural challenges, and (5) communication and coordination problems. Using a PRISMA-informed approach and PICO framework, Boolean and MeSH search strategies were applied across PubMed, Scopus, ERIC, Web of Science, PsycINFO, and JSTOR. Global evidence emphasizes capacity building, distributed leadership, and stakeholder collaboration, while Ethiopian studies highlight challenges more acutely, especially in resource scarcity, abrupt policy shifts and political interference, inadequate funding, and rural-urban disparities. Recommendations include aligning resources with reforms, strengthening leadership capacity, improving policy communication, and enhancing participatory implementation.
| Published in | International Journal of Secondary Education (Volume 13, Issue 4) |
| DOI | 10.11648/j.ijsedu.20251304.11 |
| Page(s) | 81-94 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Educational Policy Reforms, Leadership Challenges, Secondary Schools, Ethiopia Evidence, Systematic Review
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APA Style
Areri, N. (2025). A Systematic Review on the Leadership Challenges in Implementing Educational Policy Reforms in Secondary Schools: Global and Ethiopian Evidence. International Journal of Secondary Education, 13(4), 81-94. https://doi.org/10.11648/j.ijsedu.20251304.11
ACS Style
Areri, N. A Systematic Review on the Leadership Challenges in Implementing Educational Policy Reforms in Secondary Schools: Global and Ethiopian Evidence. Int. J. Second. Educ. 2025, 13(4), 81-94. doi: 10.11648/j.ijsedu.20251304.11
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Download@article{10.11648/j.ijsedu.20251304.11,
author = {Nigussie Areri},
title = {A Systematic Review on the Leadership Challenges in Implementing Educational Policy Reforms in Secondary Schools: Global and Ethiopian Evidence},
journal = {International Journal of Secondary Education},
volume = {13},
number = {4},
pages = {81-94},
doi = {10.11648/j.ijsedu.20251304.11},
url = {https://doi.org/10.11648/j.ijsedu.20251304.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20251304.11},
abstract = {The purpose of this systematic review is to further understanding of synthesized global and Ethiopian evidence on leadership challenges in implementing educational policy reforms in secondary schools. A total of 2847 articles were identified from 6 electronic databases. Researchers conducted a systematic review of 50 eligible articles that focused on leadership challenges in implementing educational policy reforms in secondary schools: global and Ethiopian evidence utilizing empirical research designs and published in peer-reviewed English-language journals between 2021 and 2025. This review synthesized five major challenges identified, including (1) resource-related challenges, (2) stakeholder management challenges, (3) capacity and training challenges, (4) contextual and cultural challenges, and (5) communication and coordination problems. Using a PRISMA-informed approach and PICO framework, Boolean and MeSH search strategies were applied across PubMed, Scopus, ERIC, Web of Science, PsycINFO, and JSTOR. Global evidence emphasizes capacity building, distributed leadership, and stakeholder collaboration, while Ethiopian studies highlight challenges more acutely, especially in resource scarcity, abrupt policy shifts and political interference, inadequate funding, and rural-urban disparities. Recommendations include aligning resources with reforms, strengthening leadership capacity, improving policy communication, and enhancing participatory implementation.},
year = {2025}
}
TY - JOUR T1 - A Systematic Review on the Leadership Challenges in Implementing Educational Policy Reforms in Secondary Schools: Global and Ethiopian Evidence AU - Nigussie Areri Y1 - 2025/12/20 PY - 2025 N1 - https://doi.org/10.11648/j.ijsedu.20251304.11 DO - 10.11648/j.ijsedu.20251304.11 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 81 EP - 94 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20251304.11 AB - The purpose of this systematic review is to further understanding of synthesized global and Ethiopian evidence on leadership challenges in implementing educational policy reforms in secondary schools. A total of 2847 articles were identified from 6 electronic databases. Researchers conducted a systematic review of 50 eligible articles that focused on leadership challenges in implementing educational policy reforms in secondary schools: global and Ethiopian evidence utilizing empirical research designs and published in peer-reviewed English-language journals between 2021 and 2025. This review synthesized five major challenges identified, including (1) resource-related challenges, (2) stakeholder management challenges, (3) capacity and training challenges, (4) contextual and cultural challenges, and (5) communication and coordination problems. Using a PRISMA-informed approach and PICO framework, Boolean and MeSH search strategies were applied across PubMed, Scopus, ERIC, Web of Science, PsycINFO, and JSTOR. Global evidence emphasizes capacity building, distributed leadership, and stakeholder collaboration, while Ethiopian studies highlight challenges more acutely, especially in resource scarcity, abrupt policy shifts and political interference, inadequate funding, and rural-urban disparities. Recommendations include aligning resources with reforms, strengthening leadership capacity, improving policy communication, and enhancing participatory implementation. VL - 13 IS - 4 ER -
College of Education and Behavioural Science, Bule Hora University, Adola, Ethiopia
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