Perceptions of School Principals in Nairobi About Their Leadership Preparation

• In Event: Enhancing Leadership Development in the International Community

Abstract

Objectives
The purpose of the study was to examine school principals’ perspectives on their preparation for leadership with the view to informing Kenya’s policy on school leadership preparation. A second objective was to make recommendations on enhancing leadership preparation and ongoing development within the Kenyan context.

Theoretical Framework
There are three key assumptions that underpin this study. First, school leaders are the force behind successful schools because leaders manage the teaching and learning environment as well as students’ performance (Darling-Hammond, La Pointe, Meyerson & Orr, 2007; Leithwood, 2007; Heck & Hallinger, 2009; Leithwood & Mascall, 2008; Robinson, Lloyd & Rowe, 2008). Second, principals need appropriate knowledge, skills, and competencies to be effective leaders; therefore, their preparation should not be left to chance (Osterman & Hafner, 2009; Yan & Ehrich, 2009). Third, leadership development programs should readily accessible and should prepare principals for working in complex contexts, with their school community, and the educational systems (Darling-Hammond, Meyerson, LaPointe & Orr, 2010; Fullan, 2009; Holden, 2009).

Methods
This study utilized a concurrent mixed-methods approach using questionnaires and in-depth interviews with school principals. Sampling of schools was conducted ensuring representation of the types, levels, and socioeconomic status of schools within the province of Nairobi. The data collected focused on principals’ experiences within their leadership role and their perceptions of their leadership development experiences. Data analyses were conducted using an emergent thematic and iterative process and combined the quantitative and qualitative data for a holistic presentation (Cresswell, 2008).

Data Sources
There were 116 principals who completed the questionnaire. Interviews were conducted with a sub-sample of 21 principals maintaining their representation of the larger population, for example, public and private, primary and secondary, high, middle, and low socio-economic status schools.

Results and Conclusions
In Kenya, principals are appointed on the basis of seniority. Principals are placed in schools without assurance of leadership development and are not adequately prepared for their role. Respondents felt their preparation should have focused more on management principles such as plan, budget, organize and control staff, monitor progress, solve problems and efficient operation of schools. Public school principals felt more prepared than their private schools counterparts. However, in the interviews Public school principals acknowledged they were unprepared and had to learn on the job. The transformational aspects of leadership such as influencing and inspiring their school community towards positive change was a key role in the respondents’ conceptualization of their role.

Key recommendations include: 1) the Kenyan Ministry of Education provides leadership development for all school principals regardless of the school type, level, and socio-economic status; 2) The Ministry of Education collaborates with educational stakeholders to develop a coherent and research based framework for leadership preparation and development for aspiring and continuing principals.

Scholarly Significance
The study contributes to international literature on school leadership preparation. It also is predominantly significant to policy makers, university scholars, professional developers, and principal practitioners situated in the Kenyan context.

Authors

• Janet Mola Okoko, University of Calgary

• Shelleyann Scott, University of Calgary

• Donald E. Scott, University of Calgary