School leadership challenges along Kenya’s Borabu-Sotik border

Abaya, Joel

doi:10.1177/1741143214558581

Cited by 8 publications

(10 citation statements)

References 45 publications

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“…A similar cultural context is found in Kenya. For instance, Abaya (2016) studied school principals in Kenya and confirmed the existence and high level of dependence on communities and parents for resources needed to run schools in some provinces in south-west Kenya. Being predominantly a collectivistic culture, the Nigerian society is tightly integrated, while leadership practices in this context are a function of a broader social order of manifesting interdependent values (see Table II).…”

Section: Discussionmentioning

confidence: 96%

The influence of organisational culture on leadership style in higher education institutions

Akanji

Mordi

Ituma³

et al. 2019

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Purpose The purpose of this paper is to explore the impact of organisational culture (OC) on leadership styles in Nigerian universities. The study utilises the cultural dimensions theory (Hofstede’s insights) and the social exchange concept as theoretical lenses to examine the phenomena. Design/methodology/approach Using an exploratory qualitative approach, 40 interviews were conducted with senior academics and non-teaching staff working in Nigerian universities. Findings The findings reveal hierarchical, patriarchal, servile, and interdependent values as the underlying characteristics of organisation culture, shaping the choice of leadership styles in the management of Nigerian universities. As a result, it emerged from the study that positional, formalised exchanges, paternalism, relational approach and gendered reactions to leadership were typically adopted in university administration in this context. Research limitations/implications The study relies on a small qualitative sample size, which makes the generalisation of findings difficult. However, the study provides a good understanding of cultural hegemony, framing leadership styles different from those of western cultures. Originality/value The findings of this study help to bridge the research gap concerning the implications of OC, and its influence on leadership behaviours in the Sub-Saharan African context. Research within this subfield in Africa is rare. Specifically, the study also enriches our understanding of cultural dimensions, informing the leadership methods adopted in higher education institutions.

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Section: Discussionmentioning

confidence: 96%

The influence of organisational culture on leadership style in higher education institutions

Akanji

Mordi

Ituma³

et al. 2019

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“…Stevenson (2007) ponders the importance of educational policies being carried out to improve these schools, facilitating the efforts made by schools themselves. This is especially important when taking into account that principals working in less stable contexts need to develop strategies designed to reduce negative effects stemming from the lack of continuity inherent in these educational communities (Abaya, 2016).…”

Section: Introductionmentioning

confidence: 99%

School leadership in disadvantaged contexts in Spain: Obstacles and improvements

Llorent-Bedmar¹,

Palma²,

Navarro-Granados³

2017

Educational Management Administration & Leadership

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The increase in child poverty in Spain highlights the importance of equality and inclusion of students at risk of social exclusion in the Spanish educational system. Recent research emphasises the importance of educational leadership, particularly from school principals, as a tool to improve the learning of these students. The main aim of this study is to establish the characteristics of school management in disadvantaged contexts in western Andalusia (Spain), placing special emphasis on the factors considered to hinder or aid effective leadership from principals. A mixed methodology was used in this process, surveying 282 teachers and interviewing 14 principals, and employing descriptive and contrastive statistics techniques. According to the teachers surveyed, principals tend to follow good educational leadership practices. However, the disadvantaged contexts present obstacles to their effective execution. While improvements are observed in the continuity of teaching staff, there is an urgent need to improve the qualifications of teachers working with students at risk of exclusion. In conclusion, principals need greater autonomy in relation to teachers and teaching practice.

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“…Principals' problems require much reflection on the part of the headteachers and, at the same time, request the necessary help to improve their skills in topics such as self-management or the management of time and stress. Practical problems of the principalship such as the lack of time, lack of resources or the insufficient preparation for the job are also cited by academics in other contexts (Daggett 2014;Day and Sammons 2014;Abaya 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Problems with families and school community are, for example, reports of lack of parental support and effective communication with the school, more demanding parents with elevated expectations from the schools, indifferent attitudes of families towards school, and lack of support and engagement of the school communities with the school (e.g. Day and Sammons 2014;Abaya 2016).…”

Section: Principals' Problems In the International Literaturementioning

confidence: 99%

Giving voice to problems faced by school leaders in Portugal

Tintoré

Cunha

Cabral

et al. 2020

School Leadership & Management

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Worldwide, leadership stories are narratives of principals facing very different problems. The purpose of this study was to identify the current problems faced by Portuguese school principals, through these actors' voice. Nineteen public school Portuguese principals participated in this study. Semi-structured interviews were conducted, transcribed, coded, and categorised using Nvivo11 Pro. The analysis revealed that Portuguese principals have the same problems as their colleagues worldwide, but there are problems specifically related to the Portuguese educational system: problems from the process of school clustering and the leader-centred system of school management of this country. A framework to analyse the emerged problems and practical recommendations are proposed for school leaders, researchers, and policymakers to improve educational leadership.

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School leadership challenges along Kenya’s Borabu-Sotik border

Cited by 8 publications

References 45 publications

The influence of organisational culture on leadership style in higher education institutions

The influence of organisational culture on leadership style in higher education institutions

School leadership in disadvantaged contexts in Spain: Obstacles and improvements

Giving voice to problems faced by school leaders in Portugal

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