Authentic leadership: a paradigm for advancing ethical practices in teacher education

The subject of authentic leadership continues to be largely unexplored, especially in the teacher education institutions, despite the reports of entrenched corruption, wastage of resources by leaders, and negative subordinate behaviours. This study aims to analyse how authentic leadership can promote ethical practices in primary teacher education in Kenya. Within the realm of phenomenological research design, semi-structured interviews were utilized as the data collection instrument. The respondents were 35 leaders from public primary teacher training colleges (TTCs) and regional education officers. The qualitative data of the interviews was analysed using thematic analysis. The findings indicated that authentic leadership generates trusted role models who have the capacity to promote ethical practices within primary TTCs. Finally, the study proposed a philosophical paradigm of authentic leadership based on moral rightness and moral goodness to influence the mind-set of individuals within TTCs to internalize ethical practices as a routine lifestyl

Normative leadership: A paradigm for promoting ethical practices in primary teacher education in Kenya

Introduction: Ethical leadership is crucial in all organizations in relation to the successful attainment of institutional vision and mission. However, the influence of morally laden normative leadership on the promotion of ethical practices in primary teacher training colleges in Kenya has not yet been fully analysed and will require further interrogation. This gap is addressed in this study. Purpose: The study analysed how normative leadership can inspire ethical practices contained in Chapter Six of the Kenyan 2010 constitution, in the context of primary teacher education in Kenya. Methodology: Within the phenomenological research design, interviews were conducted to answer two questions, related to how normative leadership inspires ethical practices in public primary teachers training colleges (TTC) in Kenya. The purpose-sampling technique was used to select 35 leaders of TTC and seven regional education officers. Thematic analysis was used whereby the coded data was manually analysed on the basis of identified themes and presented in the form of tables and narratives. Results: The research findings revealed that as role models, normative leaders can succeed in creating a positive ethical environment that institutionalize ethical practices contained in Chapter Six of the Kenyan Constitution to be precise; integrity, discipline, dedication to duty and moral decision making within primary teacher education in Kenya. Conclusion: This study established that the impact of normative leaders as they demonstrate virtuous behaviour and are positive role models in the context of moral goodness and moral duty could inspire ethical practices within training colleges for teachers. Recommendation: The study proposed a philosophical paradigm of normative leadership that can positively influence the mind-set of leaders and their subordinates within TTC to internalize ethical practices on the foundation of moral goodness and moral duty