Purpose The purpose of this paper is to question the usefulness of Euro-Western concepts of principled ethical behaviour for school leaders in non-Euro-Western countries by examining the dilemmas faced by Kenyan educational leaders. Design/methodology/approach A single, multi-site case study methodological approach was used, and data gathered by means of semi-structured interviews with stakeholders: school principals, boards of governors, heads of department, school bursars and parents. Findings Findings highlighted the importance of contextual variables in influencing leaders’ decisions, indicative of the tension between liberal and communitarian ethical approaches. Although similar dilemmas were encountered to those working in euro-western contexts, Kenyan educational leaders faced the additional challenge of working with cultural values of Ubuntu: care for the whole community, harmonious working relationships, loyalty to one’s kin and respect of seniority. Furthermore, the problems they encountered were often life-threatening resulting from poverty, and HIV/Aids. Originality/value This paper contributes to the literature on ethics in educational leadership by proposing that the adoption of euro-western ethical standards and perspectives in non-Euro-Western countries is problematic, unless mitigated by a dialogic approach.
<p style="text-align: justify;">This paper extends and complements previous research on unethical leader behavior by examining the social and cultural perspectives that inform the understanding of objectional conduct among secondary school leaders in Kenya. The study used a social constructivist theoretical framework, and qualitative case study, and semi-structured interviews with school boards of governors, principals, and heads of department and school bursars. The findings revealed that cultural beliefs underpinned by the ubuntu ethic informed the school leaders' perceptions of unethical leadership behavior in the Kenyan secondary school contexts. Four sub-themes highlight acts that contradict the ubuntu values of altruism, humanness, care, and solidarity. They include disregard for community interests, neglect of care for one's kin, disregard for harmony, and elders' respect. The study concluded that western universal perspectives and definitions could not solely be relied upon to describe unethical leadership behavior in schools in non-Euro western contexts. The study contributes to the literature on unethical and ethical leadership by proposing a potential benefit in recognizing and incorporating non-western perspectives in exploring and defining the unethical leadership construct.</p>
The study responded to calls to extend the current understanding of servant leadership into new contexts. The selected context for investigation was the nonprofit sector in Kenya. Three objectives guided the study that sought to establish the servant leadership dimensions adopted, the impact achieved in the target communities and the effect of the dimensions on the level of impact achieved. 365 senior managers were sampled from 73 nonprofit organizations and data was collected on both dimensions of servant leadership and perceived impact in the communities served by the organizations. The study reports that ten attributes of servant leadership are relevant to the sector and are practiced to a moderate extent and this extent of adoption has accomplished a moderate level of impact in the communities served. Four tenets of servant leadership, holistic approach to work, service to others, sense of community and uprightness have a significant effect on the level of impact achieved in the communities. While a holistic approach and service to others have a negative effect, a sense of community and uprightness have a positive effect. The findings raise implications for the servant leadership theory and point to the need to complement its dimensions with the postulates of the situational leadership theory for a more appropriate application in work situations. The findings contribute toward addressing conceptual, theoretical, and empirical gaps found in the extant literature on servant leadership.
<p>Research has shown that school leaders today face more numerous ethical challenges than before, however little is known about the ethical challenges school leaders in Africa, and more specifically Kenya, encounter. This single case study investigated the nature of the ethical challenges that secondary school leaders face in conforming to the demands for ethical leadership and professionalism. It explores the perspectives of school leaders using semi-structured individual interviews: five school principals, 16 heads of department, five school boards of governors, and five school bursars, in five categories of secondary schools. The views and perspectives of nine parents on the leaders' ethical decision-making were also sought through interviews, because as stakeholders they are recipients of decisions made by the leaders. Drawing on a social constructivist theoretical framework and Eurocentric and Afrocentric paradigms for analysis and interpretation, the study revealed that the school leaders' ethical problems emanated from dealing with the realities of the context which creates conflicting demands for ethical conduct. A critical analysis of these themes using Foucauldian concepts of subjectification, power and governmentality illustrated that school leaders' ethical challenges were intensified because of their forced accommodation to Euro-western global policies. These policies, in particular the Structural Adjustment Programmes policy, the Education For All policy and the Good Governance Agenda are geared towards attaining the utopian dream of development. In view of this goal, the Kenyan state and school leaders are exposed to global interventions propagated on terms of discourses of improvement. The thesis argues that ethical challenges are intensified and persist because school leaders and the State have failed to critically reflect on these external influences, and allowed international global bodies to define the nation's needs, values and destiny. This study recommends that the State and education policy makers need to take a lead in developing their own value systems and policies, taking into account local Kenyan contextual needs and giving greater valence to Afrocentric values.</p>
The study was undertaken in response to calls in extant literature for extension of servant leadership empirical work into new contexts. The study was done as an exploratory research in a developing country context, Kenya using an integrated set of servant leadership attributes drawn from previous work on servant leadership with the aim of finding out which servant leadership attributes are applicable to the non-profit sector and how the NGO institutional characteristics condition the application of the servant leadership practices. Data was obtained from 365 respondents drawn from 72 religious non-profit organizations in Kenya and analysed using exploratory factor analysis. Ten attributes of servant leadership were extracted with their corresponding set of operational indicators. The institutional context was found to condition servant leadership practices among the non-profit organizations through institutional isomorphism. The extracted 10 factors indicate that servant leadership attributes are relevant for applications in the non-profit sector and require the conceptual and theoretical input of the contingency and institutional theories. Keywords: Institutional context, Non-profit organizations, Religious non-profit organizations, Servant leadership, Servant leadership components
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