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When there are best practices of educational leadership, literature illuminated in this editorial and the reflection of my lived experience show that academia is subject to unbearable working conditions due to toxic educational leadership, specifically, academic woman leadership. My academic adversities under academic women leadership were caused by micro-management and misuse of power that resulted in unbearable working conditions. I recommend the lived values framework, that is built upon university goals and objectives; university procedures and policies; and local and international imperatives. I believe that quality education is possible in the inviting environment for teaching, learning and working where teachers’ productivity is enhanced. University as a hub for knowledge production and dissemination should lead from the front in ensuring that it produces quality graduates and agents of change needed to achieve society free from poverty, hunger, and inequality as prescribed by the United Nations Development Goals (UNSDGs). According to Professor Thanda Mthembu, recruitment and placement of the next cohort of academics and support staff should not only focus on the right person for the job, but should display and possess values, principles, attitudes, and behaviours needed to make the university successful (DUT, 2023). In this editorial, I conclude by citing Cooley, Winslow, Voit, Shein and Ho (2018) who contend that a woman and specifically a “black women navigate a precarious balance between social invisibility and social hypervisibility based on shifts in the salience of their gender identity. Part 2: Published Papers in the Journal of African Education, Volume 4 Issue 1. 1. Minimizing the impact of “Bigmanism” in Zimbabwean Higher and Tertiary Education, by Ignatious Nzero, Hope Musabayeka, Jacob Mapara. 2. The effects of service quality and university image on student loyalty: the mediating role of student satisfaction authored by Phineas Sebopelo and Joseph Evans Agolla. 3. Decolonising the curriculum within Higher Education in South African universities: How #RhodesMustFall had risen? by Ms. A. L. Moagi and Ms. D. Makgakge 4. Effect of Industry networks and government support in the commercialisation of research outputs: A case of Zimbabwe State Universities support in the commercialisation of research outputs: A case of Zimbabwe State Universities, authored by Joshua Simuka. 5. Effects of Family Structure on AGYW School Retention in Eswatini: Results from a Secondary Analysis of Sitakhela Likusasa Impact Evaluation Data, authored by Laura A. Ruiz-Gaon, Vimbai Tsododo, Marelize Gorgens, Mbuso Mabuza, Wendy Heard, Tengetile Dlamini, David Wilson, Lindiwe Dlamini, Edwin Simelane, Damien de Walque, Khanya Mabuza. 6. Continuous Professional Development for Public School Teachers: Benefits and Concerns, authored by Alfred Kuranchie and Judith Bampoh. 7. Theoretical constructs to scale teacher professional development to enhance early grade reading in South Africa, authored by Margaret Roper. 8. Gifted, smart, but can’t excel: Why stifled educational opportunities are human rights violations authored by Victoria Time 9. Causes of Poor Argumentative English Essay Writing at Lesotho Secondary Education authored by Phenyane Geremiah Tlali and Mamothibe Amelia Thamae 10. Science and Mathematics Teachers Participation in Professional Learning Community for Effective Teaching: The case of Chang’ombe Demonstration School, authored by Tumaini Mligo and Katherine Fulgence. 11. Creating A School, Family, And Community Partnership to Promote Better Learning Outcomes in Primary Schools in Conakry, Guinea - Drawing on The Japanese Community-Based Approach Experience, authored by Facinet Cisse, Liqing Zang, Hye-Sook 12. Critique of Education Reforms in Zimbabwe: Challenges and Prospects, authored by Blessing Chapfika 13. A position paper on the Quest for Education Quality and Inclusivity in Low Resource Environments such as Zimbabwe through social media by Mika Nyoni 14. Examining the key challenges confronted by music schools in South African rural-based institutions with blended teaching and learning, authored by Sakhiseni Joseph Yende and Yolisa Madolo 15. ‘Botho’ African Philosophy as an Indigenous Resource for developing Resilience and Wellbeing Protective factors in schools: towards Psychosocial Learning Environments in Lesotho, authored by Malephoto Niko Ruth Lephoto 16. Gender Impact on Teachers’ Trainees’ perceived preparedness and Challenges encountered during Teaching Practicum in Southwest Federal Universities, Nigeria;authored by Bolupe Abayomi Awe, PhD, Mensah Prince Osiesi, Roseline Nkem Tilije, PhD, Folasade Oluyemisi Olayinka, PhD