How secondary school principals build trust in Kenyan secondary schools

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How secondary school principals build trust in Kenyan secondary schools

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14386

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dc.contributor.advisor Brooks, Jeffrey S., 1970- en_US
dc.contributor.author Abaya, Joel Ondieki
dc.date.accessioned 2012-05-25T15:31:12Z
dc.date.available 2012-05-25T15:31:12Z
dc.date.issued 2011
dc.date.submitted 2011 Fall en_US
dc.identifier.other AbayaJ-120211-D174
dc.identifier.uri http://hdl.handle.net/10355/14386
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on May 25, 2012). en_US
dc.description The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. en_US
dc.description Dissertation advisor: Dr. Jeff Brooks en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description "December 2011" en_US
dc.description Ph. D. University of Missouri-Columbia 2011. en_US
dc.description.abstract The most successful school leaders are those who have been able to transform their schools into centers of deep and ongoing learning by managing relationships (Kaser & Halbert, 2009). Consequently, strong levels of trust are preconditions for successful school improvement initiative. Research confirms that no cooperation strategy works in high schools without sufficient attention being paid to the quality of relationships and the level of trust in those high schools (Kotter, 2002). When adult relationships as those between parents and principals in schools are characterized by trust, stories about change and failure shift from indifference or negativity to possibility and hope (Kaser & Halbert, 2009). Unfortunately, and according to Solomon and Flores (2001),trust is never something 'already at hand'; it is always a matter of human effort. It can and often must be conscientiously created, not simply taken for granted '(p.87). This qualitative multi-case study sought understanding and describing how secondary school principals in south western Kenya build trust with the communities in which their schools are located. Specifically, the purpose of this study was to elicit opinions and reflections of participants about challenges, individual efforts to develop trust as well as their efforts to adapt to unstable parental demands and expectations. Multiple interviews with six high school principals were conducted. The interview data was triangulated with extensive observation data collected in naturalistic settings in the schools. Observations were augmented with several days of “shadowing” each principal and the utilization of document analysis at the site. Due to the instability present in the study area coupled with the need to secure resources from the community while meeting parental expectations and demands, data gathered indicated an urgent need on the part of principals to build trust with parents. To achieve this, principals had to close the gap between the community and the school and the community and the self in addition to sustaining high levels of competence, professionalism and morals. Through modeling, mediation, genuine interest and participation in community activities and issues, good instructional leadership, balanced management practices, free and open communication with the parents were found out to be some of the methods used by the principal to close these gaps and consequently build trust with the parents. en_US
dc.format.extent xxi, 342 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2011 Freely available dissertations (MU) en_US
dc.subject ethnic violence en_US
dc.subject Rift Valley en_US
dc.subject home-school relationship en_US
dc.subject trust building en_US
dc.subject secondary education en_US
dc.title How secondary school principals build trust in Kenyan secondary schools en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations


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