The Fourth Industrial Revolution (4.0) is reshaping school leadership, with the Covid-19 pandemic accelerating the shift. School leaders were required to learn new technologies and support teachers in using them for teaching and learning.
A 2024 study titled ‘A comparative evaluation of the leadership development needs of basic school leaders in the 4.0 era’ examines how basic school leaders in Nigeria and South Africa understand 4.0, how proficient they are in using technology, and which leadership skills they identify as necessary in this context.
The study: comparing two contexts
The study used a comparative survey design to examine three areas: 4.0 knowledge, technology application proficiency, and leadership skills.
The sample comprised 781 school leaders, including 505 from South Africa and 276 from Nigeria, working across primary and secondary schools. Participants include principals, deputy principals, heads of department, and related leadership roles.
Finding 1: Higher reported 4.0 knowledge in South Africa
South African school leaders reported a higher overall knowledge score of 4.0 than their Nigerian counterparts. The study concludes that South African leaders “fared better” in this regard.
In both countries, reported knowledge is higher for information and communication technology (ICT) and the Internet of Things, and lower for areas such as 3D printing, artificial intelligence, automation, and smartboards (in the Nigerian sample). Overall mean scores indicate that Nigerian leaders possess 4.0 knowledge to “some extent” (weighted mean 2.2), while South African leaders report knowledge to a “large extent” (weighted mean 2.6).
Finding 2: Higher technology proficiency in South Africa, with one area of convergence
South African school leaders report higher proficiency across most of the technology tasks assessed. One task shows no statistically significant difference: creating spreadsheets (p > 0.05). In this area, both groups report similar levels of proficiency (Nigeria: 2.87; South Africa: 2.95), which are classified as intermediate.
The study also notes that school leaders in both countries indicate a need for development programmes in technological applications to improve their administrative performance.
Finding 3: Broad similarity in leadership skills, with some differences
At an overall level, the study finds no significant difference in leadership skills required for the 4.0 era between the two countries.
Both groups identify communication, expressiveness, collaboration, and critical thinking and problem-solving as important leadership skills, with no statistically significant difference between them. However, there are statistically significant differences in specific areas:
- Nigerian school leaders report higher emphasis on agility and creativity
- South African school leaders report higher emphasis on information management and evaluation
What the findings show
The study separates knowledge of 4.0 from the ability to apply technology and from broader leadership skills.
Across both countries, school leaders report moderate levels of 4.0 knowledge, varying levels of technology proficiency (with higher scores in South Africa), and similar overall leadership skill requirements, with some variation by skill area.
A consistent finding is the need for training in technology applications, including tools used for administrative work.
The bottom line
The study shows that readiness for Education 4.0 is uneven across both contexts.
South African school leaders report higher levels of knowledge and technology proficiency. Both groups report similar overall leadership skill needs, with differences in emphasis on specific skills.
Across both countries, one common requirement is clear: further development of practical technology skills needed for school administration, including spreadsheet use.
