December 26th, 2024

Leadership in Education:

Insights from the 2024/5 GEM Report

By Hector Navedo, Ed. D. 

Introduction

The 2024/5 Global Education Monitoring (GEM) Report on Leadership in Education underscores a powerful but sometimes understated fact: strong leadership is at the core of school improvement. From principals and district superintendents to policy officials, leadership can make the difference between a learning environment that merely operates day-to-day and one that propels students toward lifelong achievement. Yet, as this new report highlights, the responsibilities and potential impact of educational leaders are often overlooked. In contexts as diverse as Puerto Rico, urban school districts in the continental U.S., and rural communities nationwide, leaders must do more with less—tackling equity issues, academic rigor, teacher development, and community engagement, all while adapting to changing policies and tight budgets.

This article synthesizes major findings from the GEM Report and shows how future and current leaders can leverage these insights. Whether you are a graduate student in educational leadership, a teacher leader aspiring to the principalship, or a district-level official seeking new strategies, the GEM Report emphasizes the urgency and promise of effective leadership. Leaders who embrace innovation, shared responsibility, data-informed decisions, and equity-driven practice stand the best chance of shaping resilient school systems that serve all learners successfully.

1. Leadership: More Than Management

One of the clearest takeaways from the 2024/5 GEM Report is that effective leadership goes beyond daily management tasks. Leaders are not merely “managers”—they are catalysts for transformational change within their schools and districts. Traditional administration might focus on scheduling, discipline, and compliance, but genuine leaders cultivate a unifying mission, energize faculty, and align resources to raise student outcomes. In the U.S. and Puerto Rico alike, public schools grapple with near-constant policy shifts and accountability demands. Principals and superintendents must respond not only with technical know-how (e.g., handling budget cuts or implementing standards) but also with adaptive leadership—approaches that harness the creativity and collective expertise of staff, students, and families.

This expanded leadership role calls for leaders who interpret shifting policy landscapes, turn data into actionable goals, and foster an inclusive, growth-minded culture. Leaders who move beyond a narrow managerial stance to a broader, mission-driven one can tap the full potential of teachers, staff, and community members.

2. Four Essential Dimensions for Leadership Success

The GEM Report finds that many principal or superintendent preparation programs worldwide fail to address all four essential dimensions of leadership comprehensively. These dimensions—setting vision, focusing on learning, fostering collaboration, and developing staff—are vital to an effective leadership profile, yet only a small fraction of training programs cover all four systematically. Here is what each dimension entails:

A.  Set Vision

A clear, compelling vision offers direction and purpose. Leaders who co-create this vision with staff, parents, students, and community members can rally support around shared goals—whether it is boosting reading proficiency or ensuring every student graduates with college-ready skills. In the U.S. and Puerto Rico, bilingual education or culturally responsive teaching may be central to this vision, reflecting local needs.

B. Focus on Learning

At the core of educational leadership is a commitment to improving instruction. This includes using data strategically—analyzing test scores, attendance trends, and other indicators—to detect learning gaps and implement targeted solutions. Modern leaders often use digital dashboards or real-time analytics, pairing these with coaching and professional learning communities (PLCs) to maintain a consistent focus on student growth.

C. Foster Collaboration

A collaborative culture empowers everyone. Rather than operating in silos, teachers share best practices, troubleshoot challenges collectively, and support each other in refining classroom strategies. Principals and superintendents who value input from teacher leaders and staff build mutual respect and collective ownership of school improvement. Such an environment promotes higher teacher retention and a sense of unified responsibility for student success.

D.  Develop Staff

Recruiting, hiring, and continuously supporting capable educators is a core leadership responsibility. This goes beyond typical professional development days. Leaders who mentor new staff, encourage peer observations, and hold teacher-led workshops often cultivate more stable, innovative, and dedicated faculties. By focusing on staff development, schools can remain cohesive and driven, even in the face of policy or funding challenges.

3. Open, Transparent Selection of Leaders

Another key finding of the GEM Report is that leadership appointments around the world often lack transparent, merit-based procedures. In some settings, political connections overshadow qualifications. While the situation in much of the U.S. has improved—thanks to credential requirements and open hiring practices—challenges remain. Districts must ensure that recruitment efforts attract a diverse pool of candidates, reflecting the cultural and linguistic makeup of local communities. Puerto Rico, for instance, has unique language and cultural needs that benefit from leaders familiar with bilingual education and culturally responsive approaches.

School systems that adopt impartial and rigorous selection criteria can find leaders capable of championing instructional leadership, collaboration, and community engagement, ultimately strengthening outcomes for all students.

4. Building Equity into Leadership

Equity is a pressing concern across all U.S. states and territories, including Puerto Rico, where socioeconomic disparities, language barriers, and limited resources can compound issues. The GEM Report calls for equity-centered leadership—leaders who identify and dismantle inequities within their schools. Such leaders do more than acknowledge achievement gaps; they collect disaggregated data, examine how policies or budgets might sideline vulnerable groups, and collaborate with families and partners so that every learner receives the support they need.

Leaders can take practical steps such as expanding dual-language programs, hiring staff representative of student demographics, or allocating counseling resources for first-generation college aspirants. By embedding equity into everyday decisions, leaders move from merely reacting to problems toward building a more just, proactive educational environment.

5. Funding and Policy Realities

The GEM Report notes a decline in education investment in some regions, making it harder to fund teacher professional development, curriculum innovation, or facility improvements. In the U.S., debates over public school spending and accountability standards often dominate. For leaders tasked with creating new initiatives or balancing budgets, these barriers can be daunting.

Yet, the report stresses that effective leadership can soften many resource-based challenges. Forming strategic alliances—with nonprofits, local businesses, or colleges—can help secure funding for technology, extracurriculars, or teacher training. Superintendents who excel at grant writing or philanthropic partnerships can bring new resources to students and staff. Even in lean times, leaders can prioritize the most impactful programs, ensuring that teaching quality and equity remain at the forefront.

6. Steps Toward Transformational Practice

Induction and Mentorship

The GEM Report highlights the importance of structured support for new leaders. All too often, first-year principals or superintendents feel isolated. By offering ongoing mentorship—pairing novices with experienced peers—school systems ensure that emerging leaders receive both technical and emotional support. Mentors can also model the collaborative, equity-driven mindset needed in schools today.

Shared Accountability Structures

Leadership cannot flourish amid strict, top-down demands alone. Involving teachers, families, and even students in collaborative goal-setting fosters mutual accountability. Instead of using only standardized tests, leaders and stakeholders can track progress with broader indicators—like an improved school climate, fewer disciplinary referrals, or higher family engagement. This inclusive approach aligns with the GEM Report’s call to move beyond narrow measures of success.

Ongoing Professional Learning

Pedagogical methods and technologies evolve constantly. Leaders who prioritize continuous learning—by attending workshops, pursuing advanced certifications, or networking—stay better informed. They can then guide their schools with greater confidence, ensuring that teachers and staff also view learning as an ongoing priority.

Conclusion

The 2024/5 GEM Report on Leadership in Education offers a global perspective on urgent issues facing school and system leaders. Its findings resonate in diverse communities, from mainland U.S. cities to Puerto Rican municipalities. Leadership matters, and when done well, it fosters better instruction, engages families, marshals resources, and cultivates a climate of excellence and equity.

If you already hold a leadership position, reflect on how your daily actions align with the four dimensions. Do you maintain a clear, inclusive vision? How focused are you on learning outcomes? In what ways do you promote collaboration among staff, and how do you invest in professional growth? Could you strengthen equity-based efforts to support all learners?

Educators, policymakers, and community advocates can work together to support leaders on this path. More transparent hiring practices, well-designed mentorship programs, and robust accountability systems can all help leaders serve students more effectively. Ultimately, the GEM Report reminds us that leadership is not a static job title—it is a dynamic force that shapes professional environments where innovation, equity, and student achievement can truly flourish.

References

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.

UNESCO. (2024). 2024/5 Global Education Monitoring Report: Leadership in education—Lead for learning. UNESCO Publishing.