The development and operation of headteacher support groups in Kenya: a mechanism to create pockets of excellence, improve the provision of quality education and target positive changes in the community

The principalship in developing countries: context, characteristics and reality

“…However, principalship and educational management is a fast-moving field in developing countries, and it is likely that some of the insights raised in this review are rapidly changing. For example, Kenyan government recognized the significance of principal trainings in management practices (Herriot et al, 2002) and the MOE of Zambia reconstructed its approach to the management and implementation of education (Miti & Herriot, 1997). Guatemalan principals are encouraged to participate in instructional development programmes (Klein, 2000), and a process of privatization in educational systems of the Far East (Cheng, 1999) may have some influence upon principals in these countries.…”

“…Miti & Herriot, 1997;Herriot et al, 2002), the place given to change initiation and implementation in developing countries and the effects of principals on the process of school improvement are relatively minor. From studies that explored this issue in developing countries (e.g.…”

“…Besides, parents in this country are too busy fulfilling basic needs to participate in school activities (Kitavi & van der Westhuizen, 1997). However, attempts to involve the community in the Downloaded by [Florida Atlantic University] at 08:30 21 November 2014 management of their respective schools that have been made in recent years (Herriot et al, 2002) may change the nature of parent-school relationships.…”

Headteacher Preparation in Mzuzu, Malawi, Africa

“…They are often appointed on the basis of a successful record as teachers with the implicit assumption that this provides a sufficient starting point for school leadership" (p. 362). Oplatka (2004), Herriot, Crossley, Juma, Waudo, Mwirotsi and Kamau (2002) and Kitavi and Van der Westhuizen (1997) provide specific examples. "In Nigeria and Botswana headteachers are not even appointed based on criteria of teaching quality since political connections may be the dominant factor in their appointment" (Oplatka, 2004, p. 434).…”

“…"In Nigeria and Botswana headteachers are not even appointed based on criteria of teaching quality since political connections may be the dominant factor in their appointment" (Oplatka, 2004, p. 434). In Kenya, Herriot et al (2002), write "many headteachers have been identified as leaders in schools on the basis of dubious qualifications often of a personal nature rather than relevant experience and proven skills in the field of management" (p. 510). Kitavi et al (1997), point to the fact that the means by which most headteachers are trained selected, inducted and in-serviced are ill-suited to the development of effective and efficient school managers.…”