Principal preparation in Kenya, South Africa, and Canada
Date
2014Author
Webber, Charles F.
Mentz, Kobus
Scott, Shelleyann
Okoko, Janet Mola
Scott, Donald
Metadata
Show full item recordAbstract
Purpose – 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.
Collections
- Faculty of Education [759]