The work of Western missionaries has helped the Christian faith take deep root in Africa over the past two centuries, and today the African continent is home to the most rapidly growing segment of the global church. This rapid growth has generated a need for greater numbers of biblically-equipped pastors to lead the African church. This qualitative, multi-case study explores the influence of select pastor-equipping methodologies employed by Western mission agencies engaged in the effort to develop pastors in Kenya. The programs of three mission agencies are observed as individual cases in this study, and a profile of the typical pastor equipped in each case is developed. The literature review in chapter 2 includes a model profile for shepherd leadership consisting of three categories – content, character, and competence – identified through exegetical study of the shepherd-leader motif in Scripture. This model profile provided the categories used for researching and developing the profiles associated with each case study. Each case study included interviews with program directors and students, site observations, document analysis, and informal discussions. Analysis of each case individually, as well as cross-case analysis, identifies emerging themes, constructs, and patterns which describe the effect of the selected pastor-equipping methodologies in developing Kenyan pastors. This research found that Kenyan pastors consistently identified courses in biblical interpretation or hermeneutics as the most influential aspect of their pastoral development. This finding was consistent across all three case studies. Additional implications and applications of the research findings are discussed in chapter 5.

Defining leadership effectiveness (LE) remains a controversial subject with scholars and researchers disagreeing on a common definition. Most studies term leadership effectiveness as the leaders’ ability to successfully exercise personal influence and abilities in order to accomplish set standards. Such leadership effectiveness was measured using three elements, namely influence, follow commitment and versatility. To be effective, leaders must possess certain competencies and perform specific tasks (independent variables). In this study, three leadership competencies, namely strategic thinking, emotional effectiveness and transformational leadership were examined. Similarly, seven leadership tasks (set organisational direction, develop human capital, build core competencies, create organisational alignment, sustain appropriate organisational culture, manage change and establish balanced organisational control) were identified as essential for the attainment of leadership effectiveness (intervening variable) which, in turn, leads to organisational effectiveness (dependent variable). Given the importance of leadership effectiveness to organisational effectiveness, the purpose of this study was to identify, investigate and empirically test the possible relationship between leadership effectiveness and organisational effectiveness within the Kenyan indigenous banks. To achieve the aim of the study, a survey was undertaken using a structured self-administered questionnaire. The respondents were identified using both probability and non-probability techniques with the survey yielding 257 usable questionnaires that were statistically analysed. The proposed hypothetical relationship between leadership effectiveness and organisational effectiveness was assessed using Structural Equation Modelling (SEM), a multivariate statistical technique. The SEM included Cronbach’s alpha and confirmatory factor analyses to assess the dicriminant reliability and validity of the measuring instrument, and Goodness-of-fit indices. The study findings demonstrated the existence of a strong relationship between leadership competencies, tasks performed and leadership effectiveness which in turn impacts on organisational effectiveness, in this case the overall effectiveness of the Kenyan indigenous banks.

This dissertation investigates managerial leadership and its cultural foundations in Kenya. It discusses the theoretical underpinnings of culturally contingent leadership theories, and examines Sub-Saharan African leadership through existing literature, cultural metaphors, and qualitative and quantitative methodologies. The study replicates the Global Leadership and Organisational Behaviour Effectiveness (GLOBE) methodologies with 267 respondents – managers in the finance and food processing sectors, and the civic sector (education and health). The literature review focuses on leadership issues impeding socio-economic development, complexities such as ethnic heterogeneity, colonial history, customary practices, instability in governance, conflict, corruption, and poverty. The cultural domain is also examined in terms of ethno-linguistic groups and major historical and geo-political influences on these groups. Additional aspects of culture that pose persistent problems to Kenyan leadership are explored: paternalism and patronage, and the legacy of entitlement and bureaucracy –– negative influences on workrelated relations, and managerial and political leadership. Findings on organisational culture and societal culture indicate that Kenyan values and practices are not congruent, thereby creating a unique profile of Kenyan leader attributes and leadership styles. The study identifies Bwana Kubwa (Big Boss) managerial leadership as a norm, political leadership as “a dirty game,” and an “inspirational idealist” as the preferred leader. Lastly, survey results for Kenya are compared against GLOBE dimensions of culture and leadership for Sub-Saharan Africa, as well as against West Africa. / Communication Science / D. Litt. et Phil. (Communication Science)

This thesis sought to address the management challenges of using ICT in advancing secondary school administration in Kirinyaga County, Kenya. Despite the Kenyan government taking an initiative towards transforming her education sector to be ICT compliant, much emphasis has been laid on the pedagogical aspect at the expense of managerial and administrative functions. This study sought to investigate the underlying challenges in the use of ICT in secondary school administration. A mixed mode method was used in which both qualitative and quantitative approaches were applied. The target population comprised 18 principals and 54 teachers; inclusive of two heads of departments and one computer teacher in each school. Sampling was done using the purposive technique. Structured and semi-structured questionnaires, administrative documents and face-to-face interviews were used. The principals responded to questionnaire one whereas the HoDs and ICT teachers responded to questionnaire two and three respectively. Statistical Package for Social Sciences (SPSS) was used for data analysis. The findings from the literature review and the empirical study attest that; a) The government in its ICT policy formulation has not adequately defined the roles and responsibilities of various key actors in education for tangible integration. b) A relatively high number of principals (41.2%) and HoDs (36.1%) had only undergone ICT training at informal levels despite their attendance to ICT integration courses in school administration. c) ICT integration in school administration saved time for easy monitoring and evaluation of the school programmes. The conclusion was that vivid ICT policy framework, school administrators and teachers’ ICT training play a crucial role in the integration of ICT in schools’ administrative functions. / Educational Leadership and Management / D. Ed. (Educational Management)

This thesis sought to address the management challenges of using ICT in advancing secondary school administration in Kirinyaga County, Kenya. Despite the Kenyan government taking an initiative towards transforming her education sector to be ICT compliant, much emphasis has been laid on the pedagogical aspect at the expense of managerial and administrative functions. This study sought to investigate the underlying challenges in the use of ICT in secondary school administration. A mixed mode method was used in which both qualitative and quantitative approaches were applied. The target population comprised 18 principals and 54 teachers; inclusive of two heads of departments and one computer teacher in each school. Sampling was done using the purposive technique. Structured and semi-structured questionnaires, administrative documents and face-to-face interviews were used. The principals responded to questionnaire one whereas the HoDs and ICT teachers responded to questionnaire two and three respectively. Statistical Package for Social Sciences (SPSS) was used for data analysis. The findings from the literature review and the empirical study attest that; a) The government in its ICT policy formulation has not adequately defined the roles and responsibilities of various key actors in education for tangible integration. b) A relatively high number of principals (41.2%) and HoDs (36.1%) had only undergone ICT training at informal levels despite their attendance to ICT integration courses in school administration. c) ICT integration in school administration saved time for easy monitoring and evaluation of the school programmes. The conclusion was that vivid ICT policy framework, school administrators and teachers’ ICT training play a crucial role in the integration of ICT in schools’ administrative functions. / Educational Leadership and Management / D. Ed. (Educational Management)