Examining Leadership Practices of Secondary School Principals in Kenya Through a Decolonizing Framework

This chapter examines how school leaders in Kenya theorize and make sense of their leadership approaches and practices. Data were gathered from secondary school head teachers and principals about their leadership experiences, preparation, development, challenges, and areas of success. Findings revealed different approaches to leadership praxis informed by local contexts and experience, need for more focused attention to leadership training and development for those aspiring to formal leadership role and those already in service, importance of community connections, and challenges and successes implementing various policies. The continued impact of colonization on various practices and procedures also emerged during data analysis. Given the overarching reliance of research from Western contexts in the fields of educational leadership this study helps us to understand what informs leadership theorizing and praxis in global south contexts such as Kenya. Drawing on the findings, we argue here that a decolonizing approach and framework to school leadership can be supportive to school leaders, particularly in the areas of building relationships with community and challenging the ongoing impact of colonization on education and schooling practices and policies.