EDUCATIONAL LEADERSHIP CHANGE IN POLICY AND GOVERNANCE: A PANACEA FOR SCHOOL INITIATIVES IN NIGERIA

In the Nigerian education system, organizational change is frequently misconstrued as being driven by individual or group preferences. This article aims to delve into various pieces of literature to explore how change leadership in policies and governance can be effectively implemented in schools to foster innovation. Employing a meta-framework design approach, the article thoroughly reviews change leadership domains. A synthesis of peer-reviewed journals is presented to elucidate the nexus between leadership philosophy, change, and innovations within Nigerian educational institutions. This examination is conducted through the dual lenses of process and content. The article argues that successful change leadership in school settings necessitates several key steps: identifying the need for change, engaging stakeholders to acknowledge this need, structuring the change process, fostering stakeholder commitment, implementing and sustaining change through robust planning and oversight, and nurturing individual and organizational capabilities to enable problem-solving and solution generation. Moreover, it challenges the notion that change is solely a top-down endeavour, asserting that leadership is predominantly a social practice or process rather than merely a charismatic display