Abstract:
This paper examines the issues facing primary school leaders in developing countries as the push
towards greater educational quality accelerates under the impact of the Millennium Development
Goals. The authors seek to illuminate these issues initially through an examination of how
‘educational quality’ is delineated. Recent policy initiatives addressing issues of educational quality
within Ghana, Tanzania and Pakistan are then analysed, with the implications that these
developments have for primary school leaders being teased out. The paper concludes with a call for
further focused research in this area if the laudable goals of improved educational quality for all
children are to be achieved.
