Nafasi ya Kiswahili katika Ujenzi wa Utamaduni wa Uongozi katika Shule ya Msingi ya Mungakha, Kaunti ya Kakamega, Kenya

Abstract

Swahili

Lengo la makala haya ni kupambanua nafasi ya Kiswahili katika ujenzi wa utamaduni wa uongozi katika Shule ya Msingi ya Mungakha, Kaunti ya Kakamega, nchini Kenya. Uongozi wa kufana hujengeka kwa tamaduni zinazokubalika na zenye kuheshimika. Makala haya yalipambanua nafasi ya Kiswahili katika ujenzi wa utamaduni wa uongozi katika Shule ya Msingi ya Mungakha, Kaunti ya Kakamega, nchini Kenya. Malengo mahususi yalikuwa ni: kutathmini utamaduni wa uongozi wa shule; kubainisha ni jinsi gani Kiswahili kinatumika kujenga utamaduni wa uongozi wa shule; na kupambanua mitazamo ya washikadau kuhusu matumizi ya Kiswahili katika uongozi wa Shule ya Msingi ya Mungakha. Utafiti huu uliongozwa na Nadharia ya Tabia ya Uongozi ya Fleenor (2006). Mkabala wa kithamano na muundo wa kimfano uliongoza utafiti huu. Mbinu ya ukusanyaji wa data iliyotumiwa ni hojaji. Sampuli lengwa ilihusisha shule moja ya msingi, mwalimu mkuu, naibu wake, wakuu wa jopo, viranja, wanachama wa halmashauri ya uongozi wa shule, wafanyakazi na wazazi. Usampulishaji wa kimaksudi uliteua Shule ya Msingi ya Mungakha, mwalimu mkuu na naibu wake. Usampulishaji wa kinasibu uliwachagua wanachama wa halmashauri ya usimamizi wa shule, wakuu wa jopo, viranja na wafanyakazi. Data iliyokusanywa ilichanganuliwa kwa kutumia kielelezo cha nyaraka, kisha ikawasilishwa kwa kurejelea malengo ya utafiti kwa maelezo ya kifafanuzi na mijadala kutolewa. Matokeo yalibainisha kuwa utamaduni katika Shule ya Msingi ya Mungakha ulikuwa wa umoja, uongozi wa kielelezo, mazingira bora ya ujifunzaji, ugatuzi wa mamlaka, kushirikishwa kwa wanafunzi, kuhusishwa kwa wazazi na mawasiliano ya wazi. Lugha ya Kiswahili na Kiingereza zilitumika kwa kiwango kizuri huku Kinyala kikitumika kwa kiwango cha chini. Washikadau walipendelea matumizi ya lugha ya Kiswahili na Kiingereza kwa kiwango cha wastani na Kinyala kwa kiwango cha chini sana katika shule hii.

English

The aim of this article is to examine the role of Kiswahili in the establishment of leadership culture at Mungakha Primary School in Kakamega County, Kenya. Successful leadership is based on acceptable and respectful traditions. This paper outlined the role of Kiswahili in establishing leadership tradition at Mungakha Primary School in Kakamega County, Kenya. The specific objectives were to establish the leadership tradition in the school; to outline how Kiswahili is used in the establishment of leadership tradition in the school; and lastly, to discuss the views of stakeholders on leadership tradition at Mungakha Primary School. The research was guided by the Trait Approach to Leadership by Fleenor (2006). This research adopted a descriptive research design, specifically the case study design. The method of data collection used was questionnaires. The target sample entailed one primary school, the head teacher, and the deputy head teacher. The board of management members, subject panel heads, prefects, and non-teaching staff were sampled randomly. The data collected were analysed using document analysis and presented descriptively according to the study objectives, alongside discussions. The study found that there was a leadership tradition of unity, leading by example, a safe and conducive learning environment, delegation of duties, student-centred leadership, parental involvement, and an open communication policy in the school. Kiswahili and English were used at a good level, while Kinyala was used at a low level in establishing leadership tradition. The stakeholders preferred the use of Kiswahili and English at a higher level, while Kinyala was preferred at a low level in the leadership of the school.

Key words: Establishing, Kiswahili, language, leadership, tradition.