Abstract
This study sought to analyze how strategic leadership can inspire ethical practices contained in Chapter Six of the Kenyan 2010 constitution, in the context of public primary teacher education. The philosophical method of phenomenology was utilized in this research. The study was carried out on 27 leaders within public primary teacher training colleges (TTC) and 8 regional education officers in Kenya who were selected purposively. The data were collected via a semi-structured interview, which is common in qualitative research. The data were analyzed using the thematic analysis technique, which involved examining the coded data in terms of identified themes and presenting the ideas in the form of tables and narratives. The findings indicated that strategic leadership can create an ethically sound environment that motivates ethical practices within primary TTC. The study proposes a philosophical model of strategic leadership that can influence the mindset of leaders and their subordinates to internalize ethical practices based on moral goodness and moral duty.
Highlights
Leadership is a critical factor in any organization or institution of learning
Based on the interview data collected from the research findings, it was affirmed with most the respondents that strategic leadership anchored on vision and mission could inspire subordinates to be dedicated to their work, demonstrate integrity, make a sound decision and be disciplined there-by inspiring ethical practices enshrined in Chapter Six of the 2010 Kenyan Constitution
The study revealed that the leaders adopted strategies that focused on the attainment of organizational goals without much regard to ethical attributes such as dedication to duty, integrity, sound moral decisions, and discipline of Chapter Six of the 2010 Kenyan Constitution
Summary
Leadership is a critical factor in any organization or institution of learning. Good leadership is required if the organization or institution is to achieve the desired outcome. Leadership is a sensitive job that arouses high expectations and demands moral uprightness, high standards of conduct and ethical behavior, as leaders’ thoughts and actions impact their subordinates’ lives and social wellbeing. It is doubtful whether ethics and organizational leadership can be divorced or detached (Gichuhi & Karuoya, 2017). Scholars report that there have been rising incidences of leaders’ unethical behavior in college education (Wood & Nevarez, 2014), with several leaders being implicated with improper behaviour and corruption (Trent, 2016) It is within this backdrop that this study seeks to analyze how strategic leadership can motivate ethical practices in primary teacher training colleges in Kenya. This paper is justified by the study findings of Brown and Trevino (2014) who disclosed that the topic of ethical leadership remains generally unexplored, giving researchers possibilities for new deductions
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