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The Influence of Culture on Educational Leadership in Zambia: a Case Study of the Phiri School

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The Influence of Culture on Educational Leadership in Zambia: a Case Study of the Phiri School THE INFLUENCE OF CULTURE ON EDUCATIONAL LEADERSHIP IN ZAMBIA: A CASE STUDY OF THE PHIRI SCHOOL. Thesis submitted for the degree of Doctor of Education at the University of Leicester by Mthulisi Matshakaile School of Education University of Leicester November 2019 Abstract Mthulisi Matshakaile The influence of culture on Educational Leadership in Zambia: a case study of the Phiri School. This study explores the influence of culture on educational leadership (EL) as perceived by teachers and school leaders at a Zambian school. Culture is increasingly recognised as a significant influence on EL; consequently, studies have been conducted in this area, primarily in East and South East Asia. The African context lags in this regard, resulting in assumptions that African EL is predisposed towards western cultural and leadership practices. This study begins to correct these assumptions and proposes an alternative view. It was guided by three research questions; 1) what cultural values, beliefs and practices influence EL in the school, 2) how these values influence the enactment of EL and 3) how far the concept of Ubuntu influences EL. The study is based on the interpretive paradigm, combining in-depth interviews with focus group discussions to gather rich, descriptive, contextualised narratives and accounts of leadership. Inductive analysis develops a formulation of theory grounded in the perspectives and practices of educational leaders in the Zambian context. The findings reveal the far-reaching importance of the African cultural and societal concept of Ubuntu, which is based on communalism and recognition of humanness in others. Ubuntu influences EL through values like care, support, peaceful coexistence, reverence for age, respect for authority, collectivism and harmony. African traditional practices of patriarchal leadership and paternalism are evident in hierarchical structures and the preponderance of male educational leaders and the resultant gender disparity among Zambian educators. The colonial legacy along with socialist influences have influenced EL through an enduring adherence to bureaucratic leadership structures and authoritarianism. Ethnocentrism and an over-reliance on aid are historical influences which also affect the enactment of EL in Zambia. In summary, there are some uniquely African cultural values, beliefs and practices influencing EL, whilst others have been identified in other cultures like Chinese society. 1 Acknowledgement This thesis would not have been possible without the support and enthusiasm of Professor David Pedder, who encouraged me all the way. I will forever be in his debt. As a family man, it is impossible to put in the amount of work that resulted in this thesis without the support of my wife; Nceby, you are my light and my life. I would like to express my gratitude to my children, Reabetswe and Kelebogile who patiently allowed me to get on with it. I also extend my gratitude to Andrew Whittall, the CEO of Educore Services for helping with the sponsorship of my studies. My heartfelt thanks go out to my participants, the teaching staff and management at the ‘Phiri School’, without whom this project would not have been possible. I may have changed your names and the school’s name to protect you my friends, but you are the spirit of this project. Most importantly all glory and honour go to the Almighty, with whom all things are possible. I dedicate this thesis to my mother and father, who unfortunately could not be here to see me get to this stage. 2 Contents Abstract ......................................................................................................................................... 1 Acknowledgement ........................................................................................................................ 2 Tables ............................................................................................................................................ 9 Figures ........................................................................................................................................... 9 Abbreviations .............................................................................................................................. 10 Chapter 1: Introduction............................................................................................................... 12 1.1 Background ....................................................................................................................... 12 1.2 The Significance of the Research ...................................................................................... 13 1.3 Zambian EL and Culture .................................................................................................... 15 Table A: Database Search Results for EL in Zambia ............................................................ 16 1.4 The Research Problem, Aims and Questions .................................................................... 16 1.5 Maintenance of Confidentiality and Anonymity ............................................................... 17 Chapter 2: Literature Review ...................................................................................................... 18 Part 1 ........................................................................................................................................... 18 2.1 Introduction .................................................................................................................. 18 2.2 A Historical Background of Zambia and its Southern African Neighbours ........................ 18 Figure 1: The Spread of British Colonialism from South Africa to Zambia is in Red ........... 19 Figure 2: Distribution of African Language Families and Groups ........................................ 20 2.3 The Zambian Education System ........................................................................................ 22 Table B: The Structure of Primary and Secondary Education in Independent Zambia ...... 23 2.4 Teacher Training and Elevation to Headship ................................................................ 23 2.5 Educational Governance in Zambia .................................................................................. 24 2.6 Research on EL in Zambia.................................................................................................. 24 2.7 Conclusion ......................................................................................................................... 26 2.8 International Aid and Zambian Education ........................................................................ 26 2.9 African Culture .................................................................................................................. 28 2.9.1 Introduction ............................................................................................................... 28 3 2.9.2 Ubuntu: Communality ................................................................................................ 28 2.9.3 Ubuntu: Reverence for Elders .................................................................................... 29 2.9.4 Ubuntu: Respect for Authority and Hierarchical Structures ...................................... 31 2.9.5 Ubuntu: A Sense of the Sacred and Religious ............................................................ 31 2.9.6 Ubuntu and EL ............................................................................................................ 32 2.9.7 Some Challenges of Ubuntu ....................................................................................... 34 2.10 Colonial Legacy ................................................................................................................ 36 2.11 Chinese Culture and EL ................................................................................................... 43 2.11.1 Introduction: Why China? ........................................................................................ 43 2.11.2 Chinese Culture, Education and EL .......................................................................... 45 2.11.3 Worshipping Traditions ............................................................................................ 45 2.11.4 Respect for Authority ............................................................................................... 46 2.11.5 Maintaining and Saving Face.................................................................................... 47 2.11.6 Communalism and Collectivism ............................................................................... 48 2.11.7 Ethical and Moral Self-Cultivation ............................................................................ 49 2.11.8 Socialist Culture ........................................................................................................ 49 2.11.9 Guanxi ...................................................................................................................... 51 2.11.10 Patriarchal Culture ................................................................................................. 52 2.11.11 Paternalism ............................................................................................................ 53 2.11.12 Conclusion .............................................................................................................. 54 Part 2 ......................................................................................................................................
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