When Evidence Leads: Transforming School Leadership for Quality Learning in Tanzania

This document is an evidence brief that translates research findings into practical recommendations for policymakers, education leaders, and practitioners seeking to strengthen school leadership and improve learning outcomes in Tanzania. Building on the first national mapping of school leadership research, the brief highlights how evidence-informed leadership can support ongoing education reforms, including the Competency-Based Curriculum and fee-free education, while addressing persistent gaps in leadership preparation and professional development.

Drawing on a mixed-methods study that analysed 161 publications, surveyed 66 researchers, engaged 58 policymakers and practitioners, and validated findings with more than 50 national stakeholders, the brief identifies key challenges within the research–policy–practice ecosystem. It reveals that research remains fragmented, dominated by academic publications, and insufficiently translated into policy and school-level practice. Important topics such as leadership models, school culture, and community engagement also remain underexplored.

The brief proposes five strategic priorities: institutionalising evidence use, investing in local research capacity, strengthening dissemination and data literacy, fostering national and regional collaboration, and monitoring the impact of evidence on policy and practice. It concludes that a nationally co-created research agenda provides a strong foundation for building an inclusive, evidence-driven school leadership system capable of improving teaching quality, educational equity, and student learning across Tanzania.