Rethinking Education Leadership through Self-Reflection: Examining the TURNS Model

Abstract

With the policy windows open for decolonial practices, educational leaders in Africa have much to ponder on as they examine and transform their leadership practices to suit the current climates. All progressive leaders seek to lead institutions where they could motivate followers, enhance performance as they utilise relevant leadership qualities. Conscientious leaders in Africa would be eager to know what it means to combine Western epistemology and indigenous knowledge to achieve the institution’s goals. Arguably, today’s institutions require leaders who will be able to study their contexts and utilise leadership strategies for effectiveness.