TY  - GEN
N2  - This study investigated the enactment of distributed pedagogical leadership practices within preservice primary teacher education programs in Kenya. The preservice teacher education framework is designed to prepare qualified, ethical, and competent future teachers who can effectively contribute to a competency-based curriculum's goals, missions, and visions. However, no research has examined the significance of implementing distributed pedagogical leadership practices in Kenya or elsewhere in the world. The conceptual foundations of this study were based on the distributed leadership, pedagogical leadership, and teacher leadership perspectives. The main goal was to develop a comprehensive understanding of how this leadership practice is perceived and understood by professional stakeholders in their natural contexts. To investigate these leadership practices, the study analyzed interviews, discussions, and survey responses from key stakeholders including principals, teacher leaders, teacher trainers, and teacher trainees. A mixed-methods research design with a convergent parallel approach was utilized for data collection and analysis. Qualitative data were gathered through face-to-face semi-structured interviews and focus group discussions, and quantitative data was collected through survey questionnaires. The results from the different datasets were merged during the interpretation stage to identify areas of convergence or divergence. The main findings revealed that stakeholders viewed principals and formal teacher leaders as primarily responsible for distributing leadership responsibilities. However, the study also found that bureaucratic structures often led to an uneven distribution of leadership responsibilities. Participants reported that effective distribution was further inhibited by policies and guidelines from the Teachers Service Commission, as well as inadequate professional support and pedagogical resources provided by the Ministry of Education. The study concludes that the effective distribution of pedagogical leadership responsibilities is crucial for enhancing collaborative learning among professional stakeholders. Involving various professional personnel in the implementation of the leadership responsibilities can lead to effective curriculum implementation and pedagogical improvement.
UR  - https://doktori.bibl.u-szeged.hu/id/eprint/12426/
AV  - public
A1  -  Okiri Peter Ochieng
ID  - doktori12426
TI  - Exploring Distributed Pedagogical Leadership Practice in Preservice Primary Teacher Education Programs in Kenya
Y1  - 2025/02/27/
KW  - distributed leadership
KW  -  pedagogical leadership
KW  -  distributed pedagogical leadership
KW  -  	teacher leadership
KW  -  collaborative learning
KW  -  pedagogical improvement
KW  -  professional 	learning
KW  -  teacher education; megosztott vezetés
KW  -  pedagógiai vezetés
KW  -  megosztott pedagógiai vezetés
KW  -  pedagógusi vezetés
KW  -  kollaboratív tanulás
KW  -  pedagógiai fejlesztés
KW  -  szakmai tanulás
KW  -  tanárképzés
ER  -