Instructional Leadership: A Contextual Analysis of Principals in Kenya and Southeast North Carolina

Abstract

Schools around the world need effective school leaders with knowledge and skills to understand the local context with a global view. This paper examines how principals in Kenya and North Carolina use their time as they execute duties in their multifaceted roles. We analyze various aspects of their demographic characteristics, including gender, age, level of educational attainment, and level of schools they lead. Additionally, we examine how they spend their time, how they would like to spend their time, and roadblocks they face in accomplishing their work. Findings indicate that principals overwhelmingly agree on the importance of serving as instructional leaders but traditional roles of principalship hinder them from investing more time in instructional leadership. This research will add to a review and rethinking of educational policies and educational leadership programs.

Keywords: Principals, school leadership, school management, principal roles, instructional leadership