Abstract
Principals in Kenyan schools are required to adopt democratic school leadership practises as part of the government policy. Adopting an interpretive case study, this paper set out to explore the application of democracy, ethics and social justice in secondary schools in Kenya. The study was in two phases. Phase one: twelve school principals were interviewed to explore their perspectives on democratic school leadership and establish the rationale for selecting two case schools. Phase two: an in-depth case study was conducted in the two schools. Interviews, focus group discussions, observation and informal conversations were used to generate data. The findings suggest that the principals, teachers and students each perceive and apply democratic school leadership differently based on individual as well as the school socio-cultural context. These contrasting views provide grounds for further discourse on the phenomenon. The paper recommends formal training for principals through in-service courses. Inclusion of democratic school leadership principles in teacher training programmes and an inculcation of democratic school leadership practices/values in the school curriculum for students to create a shared vision and understanding of these concepts for the success of the school. Keywords: democracy; ethics; leadership practices; social justice
Highlights
The Kenyan Government in adhering to the enactment of the UN charter on the rights of the child, requires school principals to adopt democratic school leadership practices
The purpose of this paper is to explore the application of democracy, ethics and social justice in secondary schools in Kenya and emanates from a study conducted to establish the students’, teachers’ and principals’ perceptions of democratic school leadership
One teacher in P1 argued that while there were those who treated her with respect, there were those who did not. She stated that a few teachers exhibited care based on ethnic considerations. This, she claimed, had been heightened by the political division in the country at the time, as many Kenyans define their support for political parties through ethnic affiliation
Summary
The Kenyan Government in adhering to the enactment of the UN charter on the rights of the child, requires school principals to adopt democratic school leadership practices. The national goals of education (Republic of Kenya, 1964:21–25) emphasises education that gives opportunities to “every child”, “promotes social justice, equality and foster a sense of social responsibility and nationalism.”. Despite this policy directive, very little attention has been paid to the practice in schools, coupled with a paucity of research in Kenya and Sub-Saharan Africa on democratic school leadership. The purpose of this paper is to explore the application of democracy, ethics and social justice in secondary schools in Kenya and emanates from a study conducted to establish the students’, teachers’ and principals’ perceptions of democratic school leadership. Democratic school leadership like caring leadership is pegged on valuing people within organisations and could apply to other sectors
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