The Paradox of Institutional Leadership: A Critical Analysis of Myriad Predicaments Plaguing The School Leadership In Kenya

Abstract

School leaders are expected to provide vision for their schools with inspiration and support for students and faculty.  However, they are also responsible for student and faculty discipline management, instructional management, financial management, and much more. As leaders and managers, school leaders must continually blend the technical and symbolic aspects of their role, embracing each intricacy with confidence, enthusiasm, and skill. This call for specialized leadership training in all areas of school management like finance, procurement, human resource, discipline and others. Stability in terms of remuneration and duration of service play a critical role in effective leadership. Equally important to the balancing act of school leadership, is the understanding of the complexity and influence of the internal and external variables to the school outcomes as measures of leadership performance. In pursuit of school leadership excellence, improved institutional performance and quality achievement, the ministry of education in Kenya  stays challenged to polish and refine the current school leadership infrastructure in pre-new office training programs, teacher transfer systems, incentive versus outcome leader service and leadership service domains.

Key words: Institutional Leadership, Pre-New Office Training, Teachers Service Commission, Kenya                Certificate of Secondary Education, Kenya Certificate of Primary Education