The study examined perceptions and experiences of Nigerian teachers regarding the MEXT educational leadership training in Japan in order to determine areas of contributions as well as those of challenges. From a population of 31 participants, 16 individuals were sampled by means of purposive sampling: comprising 12 males and 04 females from the 2019, 2020 and 2021 MEXT cohorts, including one government official each from Nigeria and Japan. Data were collected using two different methods: through semi-structured interviews and research documents – theses and research reports submitted by participants as part of the requirements for their graduation. The primary data was analysed using inductive content analysis while the secondary data was analysed using thematic analysis, following the elements of Engestrom Activity Theory as the unit of analysis.
The findings of this study revealed that the participants had many positive experiences as a result of their interactions with the different components of the training programme, for instance, the transfer of theory to practice and the programme’s instructional applications as well as its contents. However, it failed to acknowledge the disparities in leadership experience and previous knowledge and also the diverse educational leadership contexts within which the participants operate and function.
This study recommended and proposed a framework for successful educational leadership learning contextualization established on a problem solving and case study approach to learning in combination with inverted classroom learning style for facilitating the kind of educational leadership learning that originates from previous experiences, knowledge and diverse contexts inside which the teachers lead and live within the distinct Nigerian contexts and schools.