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Construction of followership identity among Kenyan teachers

机译：肯尼亚教师之间的追随者身份构建

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Purpose - The purpose of this paper is to provide a discussion on the construction of followership identity among teachers in Kenya which has had less attention. Further, as Kenya is currently implementing a new education curriculum (competency-based curriculum) which requires teachers to be more proactive in their work, an understanding of how they construct their followership identity in schools is paramount, as this is linked to the attainment of learning outcomes. Design/methodology/approach - Symbolic interactionism theory, which suggests that individuals respond to phenomena based on the meaning they give such phenomena and through interactions with others, has been used to support arguments in this paper. This theory is relevant to this paper, as it helps in understanding the meaning that teachers give to 'followership' through interactions with others in their schools. Findings - The arguments in the current paper suggest that as Kenyan teachers interact with colleagues, their meaning of 'followership' is defined and refined. The resulting identity is important for these teachers, especially as they embrace the new curriculum in the country which requires them to be more proactive, unlike the previous one. Research limitations/implications - As this is a conceptual paper, there is no empirical data to ground validate the arguments given. Originality/value - The use of symbolic interactionism in the discussion of this paper adds another dimension to the followership and identity construction among followers. Much of the literature has focused on followership in general but not from the lens of symbolic interactionism.
机译：目的 - 本文的目的是讨论肯尼亚教师之间的追随者身份构建，这仍然不那么关注。此外，正如肯尼亚目前正在实施新的教育课程（基于竞争力的课程），这要求教师在其工作中更加积极主动，了解他们在学校的追随者身份的理解是至关重要的，因为这与实现的达成学习成果。设计/方法/方法 - 符号互动主义理论，这表明个人基于它们给出这种现象并通过与他人的互动来响应现象，已被用来支持本文中的论据。这个理论与本文有关，因为它有助于了解教师通过与学校中其他人的互动互动的意义。调查结果 - 目前论文中的论点表明，随着肯尼亚教师与同事互动，他们的“追随者”的含义被定义和改进。由此产生的身份对这些教师来说很重要，特别是因为他们拥抱了该国的新课程，这与前一个人更加积极主动。研究限制/含义 - 因为这是一个概念纸张，没有经验数据到地面验证给出的参数。原创性/值 - 在本文讨论中使用符号互动主义为追随者之间的追随者和身份构建增加了另一种维度。大部分文献都集中在一般的追随者上，而不是来自象征性互动主义的镜头。

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