A model for integration of language & leadership learning strategies for communicati9ve competency and transformational servant leadership for students in secondary schools in Kenya
A model for integration of language & leadership learning strategies for communicati9ve competency and transformational servant leadership for students in secondary schools in Kenya
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2014
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Assumption University
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eng
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Assumption University. Graduate School of Education
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Scholar: AU Graduate School of Education Journal 6, 2 (December 2014), 1-12
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Abstract
This research aimed at establishing how
English as a medium of instruction could be used as a
vehicle for attitude change, exploring how integrated
textual and audio-visual media could be used in learning
English and leadership, investigating the teachers’ core
beliefs and opinions on student leadership, investigating
the effects of leadership on the students’ academics and
relationships and developing a model for the integration
of language and leadership learning.
Literature review comprised of the function of
language in the human society, language learning and the
transformational servant leadership theories. The sample
was; fifty principals, 116 teachers, 146 prefects and 1176
ordinary students. Data was mined using questionnaires,
interview protocols and a written Pre and post-test. The
study established that language has power to change
attitude, gives confidence to communicate and that
textual and audio-visual media are significant in the ESL
classroom. Teachers’ believed that leaders are made, high
achievers make good leaders, fluency, eloquence,
personality traits and physical appearance influenced
selecting students to particular leadership positions.
Teachers felt that prefects should be democratically
elected.
Through the triangulation of primary and secondary
data a Lingua leadership Model was developed tested and
validated. A two tailed t- test was done and the result led to
the rejection of the null hypothesis at .001 level of
significance. The four skills of language were examined
and the results led to the rejection of the null hypothesis
at.001 level of significance. It was established that
leadership affected the learners’ academics and their
relationships. There was a significant difference between
the student’s score at primary (KCPE) and the final mean
score at secondary (KCSE) at .001 level of significance.
This led to the rejection of the null hypothesis. Mistrust
among students and between students and their leaders
were among the causes of unrests in schools. The
relationship between prefects and teachers in most schools
was negative. Effects were more felt in Girls’ schools than
boys’ schools and were less severe in day schools than in
boarding schools.
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In English ; only abstract in English.
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