Leadership Factors in the Implementation of LSHE/CSE in Zambia: A Literature-Based Review

Rosemary Romakala Mwanza  Banda; Austin  Mwange

doi:10.59413/ajocs/v6.i.1.17

Authors

Rosemary Romakala Mwanza Banda The University of Zambia, Graduate School of Business, Lusaka, Zambia Author
Dr. Austin Mwange The University of Zambia, Graduate School of Business, Lusaka, Zambia Author https://orcid.org/0000-0001-8568-3063

DOI:

https://doi.org/10.59413/ajocs/v6.i.1.17

Keywords:

Leadership factors, Life Skills Health Education (LSHE), Policy Implementation, Stakeholder Engagement

Abstract

This literature-based review critically examines the leadership factors influencing the implementation of Life Skills Health Education (LSHE), formerly known as Comprehensive Sexuality Education (CSE), in Zambian secondary schools. The paper synthesizes empirical and theoretical insights from global, regional, and national perspectives to contextualize the persistent challenges facing adolescent sexual and reproductive health (ASRH). Anchored in three theoretical lenses—Higgins’ 8-S Framework, the Leadership Obstacles Course (LOC) Model, and the Upper Echelons Theory—the review interrogates leadership styles, institutional capacities, stakeholder attitudes, and cultural dynamics. Particular emphasis is placed on the role of school leadership in policy execution, curriculum integration, and strategic stakeholder engagement. The findings reveal that transformational and democratic leadership styles are central to effective LSHE/CSE implementation, especially in resource-constrained and culturally complex environments. The study further identifies critical gaps in leadership training, policy support, resource mobilization, and inter-sectoral coordination. By situating LSHE/CSE within a leadership discourse, the article contributes to a deeper understanding of how leadership practices can be reimagined to improve educational outcomes and promote adolescent well-being in Zambia.

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