Jesu Arockia, Venice2025-07-232025-07-2320252584-220X(Online)https://ds.dmiseu.org/handle/123456789/38This comparative study investigates school leadership approaches and challenges in international and local Zambian schools. Employing a mixed-methods design, data were collected from school leaders, teachers, and education stakeholders to explore leadership styles, decision-making processes, and their effects on school performance and community engagement. Findings indicate that international schools predominantly use transformational and participatory leadership models, fostering innovation and collaboration, while local Zambian schools often rely on hierarchical and bureaucratic structures. Despite contextual differences, both settings face challenges such as resource limitations, staff turnover, and policy gaps. The study highlights the need for adaptive leadership development programs and policy reforms that support effective, context-sensitive leadership practices. Recommendations emphasize hybrid leadership approaches that integrate global best practices with local realities to enhance school effectiveness and stakeholder satisfaction.enSchool LeadershipTransformational LeadershipEducational ManagementInternational SchoolsZambian SchoolsLeadership ChallengesMixed-Methods StudyArticle