Democratic School Leadership Reforms in Kenya: Cultural and Historical Challenges

Autor/inn/en	Jwan, Julius; Anderson, Lesley; Bennett, Nigel
Titel	Democratic School Leadership Reforms in Kenya: Cultural and Historical Challenges
Quelle	In: Journal of Educational Administration and History, 42 (2010) 3, S.247-273 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
Schlagwörter	Democracy; Foreign Countries; Cultural Influences; Instructional Leadership; Principals; Democratic Values; Educational Change; Change Strategies; Educational History; Interviews; Participative Decision Making; Teacher Participation; Student Participation; Single Sex Schools; Boarding Schools; Females; Kenya + Suchen Sie Ihr Suchwort? Demokratie; Ausland; Cultural influence; Kultureinfluss; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Bildungsreform; Lösungsstrategie; History of education; Bildungsgeschichte; Interviewing; Interviewtechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Boarding school; Internat; Weibliches Geschlecht; Kenia
Abstract	In this article we discuss students', teachers' and school principals' perceptions of democratic school leadership reforms in Kenya. The article is based on a study that was conducted in two phases. In phase one (conducted between September and December 2007), interviews were undertaken with 12 school principals in which understandings of democratic school leadership were explored. These data were then used to develop a rationale for selecting the case schools. The second phase (conducted between January and April 2008) was an in-depth case study of two schools. The findings reveal that school principals have made efforts to inculcate democratic school leadership by involving teachers in decision making on school matters. The principals also allow students to participate in matters such as election of prefects and holding class and house meetings. However, most teachers and principals do not support what they referred to as 'full democracy' for students and instead prefer what they called 'partial democracy' based on historical and cultural factors. (Contains 60 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10