Equitable Leadership as an Emerging Concept among School Principals in Kenya: An Institutional Perspective

Perez Oyugi

Abstract

This paper is a part of a larger international comparative study entitled "Institutional Dimensions of Professional Knowledge: Processes and Implication for School Leaders across Educational Contexts”. This study explored the influence of institutional factors on Kenyan and Canadian school administrators’ constructions of knowledge and practice related to equitable leadership. A secondary purpose of the study was to develop a theory on the processes that school principals use to link institutional imperatives to their constructions of knowledge and practice. The study uses a constructivist grounded theory approach within a qualitative design. 7 principals from Kisumu County, Kenya and 5 principals from Ontario, Canada participated in the study. This paper explores knowledge of equitable leadership amongst school principals in Kenya. Results show that equitable leadership is an emerging concept in Kenya among school principals. Results also indicate that equitable leadership is conceptualized as shared and inclusive leadership, equal access, and fairness. These understandings are nested within institutional frameworks and arise from interactions with institutional actors and from institutional processes for sense making and for organizing knowledge for the principalship.

 

Key Words: equitable leadership, educational equity, principalship, school leadership.

 

Contact details: Perez Oyugi, Lecturer, Department of Education, Great Lakes University of Kisumu, Kenya

 

To cite this article:Perez Oyugi, Equitable Leadership as an Emerging Concept among School Principals in Kenya: An Institutional Perspective, Journal of African Studies in Educational Management and Leadership, Vol. 6, pp1-34. 2015

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Available online August  2015
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