Exploring distributed leadership practices and their influence on teaching and learning in a Kenyan Primary Teachers’ College

The concept of distributed leadership has gained prominence in the contemporary educational research and discourse. Distributed leadership practices are seen as a means of enhancing learning and improving educational institutions. However, little has been done to examine the enactment of distributed leadership and its influence on teaching and learning in Kenya. This study explored distributed leadership practices and their influence on teaching and learning in a Public Primary Teachers’ College in Kenya. The study employed a qualitative case study design to seek in depth understanding of distributed leadership practices and how they influence teaching and learning. The study participants included the college principal, the Dean of Curriculum, Heads of Departments, Heads of Subjects and tutors without leadership roles. Data were collected through one-on-one interviews, observation and document analysis. Findings indicated that engagement in institutional systems and structures, leading through the examinations process and facilitating and engagement in own professional development were some of tutors’ practices that influenced teaching and learning. The study made recommendations emanating to these findings