<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>