Document Type
Article
Publication Date
12-1-2009
Abstract
Despite ample documentation that mathematics mastery can affect national development and notwithstanding long instituted formal government initiatives to improve it, student mathematics performance at the secondary school level in Kenya has deteriorated. Studies on mathematics achievement in Kenya have primarily focused on teachers’ classroom practices neglecting the potential influence of school leadership. We conducted a qualitative study involving Kenyan school principles and other administrative and instructional staff to construct an account of how school leadership is enacted and experienced in the day-to-day practices and how it affects student mathematics mastery. Our findings suggest that principals’ leadership and engagement, demonstrated commitment, sensitivity and focus on continuous improvement and openness to information and diverse views, strongly impacts student performance. We recognized in high – but not low performing schools –evidence of the individual and institutional mindfulness characteristic of high reliability organizations.
Keywords
educational leadership, school leadership, individual mindfulness, organizational mindfulness, distributed leadership
Rights
© The Author(s). Kelvin Smith Library provides access for non-commercial, personal, or research use only. All other use, including but not limited to commercial or scholarly reproductions, redistribution, publication or transmission, whether by electronic means or otherwise, without prior written permission is strictly prohibited.
Department/Center
Design & Innovation
Recommended Citation
Mwangi, Renson Muchiri, "The Role of School Leadership in Student Achievement in Kenya" (2009). Student Scholarship. 485.
https://commons.case.edu/studentworks/485