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Promoting Understanding of Leadership in Schools
(PULS) Survey

GSL's Annual School Leader Survey

About the PULS Survey

The Promoting Understanding of Leadership in Schools (PULS) Survey aims to inform policy- and decision-makers about the on-the-ground reality of and the support needed by school leaders in low- and middle-income countries.


GSL administered the first PULS Survey in August 2020, when schools were managing through the beginning of the COVID-19 pandemic. In the years since, school leaders have experienced many challenges over the course of reopening schools and, more recently, in trying to establish a new normal and make up for lost learning.

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The survey serves as a window into their worlds, revealing major challenges they face and areas that they require support in to succeed in their role. 

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PULS Reports Over the Years
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PULS Survey Report, 2023
NEW!

In August 2023, Global School Leaders (GSL) completed our fourth annual pulse survey, Promoting Understanding of Leadership in Schools (PULS) with insights from 3,061 school leaders from 14 countries.

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PULS Survey Report, 2022

In August 2022, Global School Leaders (GSL) conducted our third annual pulse survey, Promoting Understanding of Leadership in Schools (PULS), with a total respondents of 2,646 school leaders from 11 countries.

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Annual Pulse Survey Report, 2021

​In July 2021, Global School Leaders (GSL) completed its second Annual Pulse Survey. A total of 11,667 educators from 24 countries self-selected to participate in the survey. The survey aims to identify what educators find to be the most pressing issues and what support they need, particularly in light of the COVID-19 pandemic and its ongoing impact on education. This report focuses on the analysis of responses from 3,763 school leaders. 

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End Of Year SL Survey Report, 2020

Despite the enormity of the role of school leaders in education systems, school leadership remains underutilized and under-researched. We set out to understand how leaders are performing on some of the core actions that empirical research suggests are required to improve school quality and student learning.

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