Examining the Role of Leadership at an Academically Successful Girls-Only National High School in Kenya

Autor/inn/en	Okilwa, Nathern S. A.; Duarte, Bryan
Titel	Examining the Role of Leadership at an Academically Successful Girls-Only National High School in Kenya
Quelle	In: Leadership and Policy in Schools, 19 (2020) 4, S.655-672 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1637901
Schlagwörter	Foreign Countries; Females; High School Students; High Schools; Leadership Styles; Leadership Responsibility; Success; Principals; Educational Objectives; School Culture; Academic Achievement; Capacity Building; Teacher Competencies; Educational Change; Instructional Effectiveness; Single Sex Schools; Kenya + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Führungsstil; Erfolg; Principal; Schulleiter; Educational objective; Bildungsziel; Erziehungsziel; Schulkultur; Schulleben; Schulleistung; Lehrkunst; Bildungsreform; Unterrichtserfolg; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Kenia
Abstract	The work of sustaining academic success in the midst of increasing accountability mandates, dwindling resource allocations, and increasing student diversity can be daunting. However, research related to successful school leadership identifies four core practices; setting direction, developing people, redesigning the organization, and managing instruction that provide evidence of turning around schools and sustaining academic success. Evidence of these practices across a variety of contexts provided rationale for utility of the framework for the Kenyan context, where educational leadership is understudied. Therefore, the purpose of this study was to examine the contribution of school leadership to the culture of academic success at Mountain Girls High School. Data was collected through semi-structured interviews and coded in three separate cycles to identify emerging patterns and themes related to the four core practices of successful school leadership. Our findings show, Mountain GHS's principal employed the four leadership practices in order to sustain academic success over time. These findings demonstrate the relevance of the leadership practices to the Kenyan context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01