Principals instructional leadership in Lesotho: perceptions and gender implications in curriculum reform and implementation

Key Points

• This research investigates how principals' instructional leadership affects curriculum reform perceptions while considering gender implications.
• Qualitative interviews with school principals
• Thematic analysis of responses
• Focus on gender perspectives in leadership
• Principals' perceptions vary significantly by gender
• Female principals report unique challenges in curriculum implementation
• Differences in leadership styles influence curriculum reform outcomes

Abstract