Principal preparation in Kenya, South Africa, and Canada

Abstract

Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue. Design/methodology/approach -The three-stage ISPP study utilized a mixed-methodological approach. Data were gathered in Kenya, South Africa, and Alberta, Canada utilizing a survey instrument that contained items that focussed on: problematic leadership responsibilities, prior leadership development experiences, and perceived adequacy of leadership preparation experiences. Findings -Leadership preparation in Kenya and South Africa was relatively unstructured, compared to structured university-based leadership preparation in Alberta. The assumption in Kenya and South Africa was that classroom teaching was adequate preparation, while Alberta respondents perceived teaching and leadership as discrete knowledge sets. Content of preparation experiences in Kenya and South Africa was mainly about teaching and learning, while in Alberta it was more about instructional leadership. Kenyan principals felt prepared for the principalship. Alberta principals stated that they were ill prepared to deal with day-to-day responsibilities. Senior South African principals felt they were not prepared for school improvement while younger principals felt they were adequately prepared. Practical implications -Findings suggest that providers utilize cross-cultural partnerships that incorporate technology-mediated dialogue and action research. Cross-cultural learning should be considered co-learning. Preparation should include partnerships between western institutions and informal groups of principals in settings such as Kenya and South Africa. The study informs policymakers, researchers, and school leaders. Originality/value -The cross-cultural comparisons in this paper inform understandings of the principalship in relation to organizational change in schools.

Surfacing a hidden literature

“…As indicated in Table 2, there were numerous studies of leader preparation (e.g. Amakyi and Ampah-Mensah, 2013;Bush et al, 2011;Bush and Oduro, 2006;Onguko et al, 2008Onguko et al, , 2012Webber et al, 2014) and professional development (e.g. Bolden and Kirk, 2009;DeJaeghere et al, 2009;Ibara, 2014;Lassibille, 2016;Mathibe, 2007;Moorosi and Bush 2011;Otunga et al, 2008).…”

Framing school leadership preparation and development for Kenya: Context matters

“…The leaders were from the most populous and cosmopolitan county in Kenya. The interviews provided in-depth descriptions and raised pertinent issues that were not included in prior publications based on the questionnaire (Okoko et al, 2015;Scott et al, 2013;Webber et al, 2014). Three leaders were purposively selected from each of the following categories within the education system: levels of basic education (primary and secondary); types of schools (public and private); and socioeconomic groups (schools serving low-, middle-, and high-income communities).…”

Employee Inclusion During Change: The Stories of Middle Managers in Non-Profit Home Care Organizations

“…The reason is that some individuals advance to the leadership position because of their satisfactory performance in the organizations but lack the type of training to help them adjust their behavior and attitude to lead organizational changes. 15 Webber et al 16 explored the role of inclusive leadership in the preparation and adoption of an International Study of Principle Preparation in three different countries. The authors considered prior leadership experiences, problematic leadership responsibilities, and perceived level of leadership preparation experiences in change processes.…”

“…They identified that cultural differences and individual exposure to psychosocial challenges, such as poverty, war, and crime affect the ability to practice inclusive leadership. 16 Webber et al 16 pointed out that providing leadership development training through programs like internships improves the skills of leaders to take charge of roles for fulfilling the functions of organizations.…”