The purpose of this systematic review is to further understanding of synthesized global and Ethiopian evidence on leadership challenges in implementing educational policy reforms in secondary schools. A total of 2847 articles were identified from 6 electronic databases. Researchers conducted a systematic review of 50 eligible articles that focused on leadership challenges in implementing educational policy reforms in secondary schools: global and Ethiopian evidence utilizing empirical research designs and published in peer-reviewed English-language journals between 2021 and 2025. This review synthesized five major challenges identified, including (1) resource-related challenges, (2) stakeholder management challenges, (3) capacity and training challenges, (4) contextual and cultural challenges, and (5) communication and coordination problems. Using a PRISMA-informed approach and PICO framework, Boolean and MeSH search strategies were applied across PubMed, Scopus, ERIC, Web of Science, PsycINFO, and JSTOR. Global evidence emphasizes capacity building, distributed leadership, and stakeholder collaboration, while Ethiopian studies highlight challenges more acutely, especially in resource scarcity, abrupt policy shifts and political interference, inadequate funding, and rural-urban disparities. Recommendations include aligning resources with reforms, strengthening leadership capacity, improving policy communication, and enhancing participatory implementation.
Nigussie Areri (Sat,) studied this question.