Followership Identity Through Interpersonal Interactions Among Teachers Of English In Primary Schools

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dc.contributor.authorHarry Kipkemoi Bett
dc.date.accessioned2024-05-02T09:11:05Z
dc.date.available2024-05-02T09:11:05Z
dc.date.issued2023-10
dc.descriptionMasters Thesis
dc.description.abstractABSTRACT Teachers’ followership identity, achieved through interpersonal interactions, is important as it determines how teachers communicate with colleagues and leaders within their schools, as well as the quality of their relationships. Unfortunately, not much attention has been given to followership globally. In Kenya, understanding followership identities of teachers of English in primary schools is crucial since English is the medium of instruction for all other subjects. The purpose of this phenomenological study was to explore how teachers of English in Nandi County primary schools, through interpersonal interactions with colleagues and their school leaders, construct their followership identities. The specific objectives of the study were, i) to explore how teachers of English as followers view themselves ii) to describe the experiences of teachers of English as they communicate and interact (with fellow teachers and their school leader) in schools, and how these (experiences) contribute to the construction of their followership identities; and iii) to assess the role of the national and local environment in the construction of followership identities of teachers of English. Symbolic interactionism and labelling theories were used in this interpretivist study, data collected using in-depth interviews focus group discussion among teachers of English in Nandi County, and collected data analysed using critical discourse analysis. Findings revealed the complex interplay or interpersonal interaction and contextual factors that shape and re-shape followership identities in schools. One implication from this study is the need to encourage fearless and proactive followership identities which can speak up in the face of unethical practices such as corruption in schools. Keywords: followership, followership identity, interactions, identity construction, teachers of English, primary schools, symbolic interactionism, labelling theory, critical discourse analysis
dc.description.sponsorshipDaystar University
dc.identifier.citationBett, H. K,. (2023, Thesis). Followership Identity Through Interpersonal Interactions Among Teachers Of English In Primary Schools. School of Communication, Daystar University.
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/4375
dc.language.isoen
dc.publisherSchool of Communication, Daystar University
dc.titleFollowership Identity Through Interpersonal Interactions Among Teachers Of English In Primary Schools
dc.typeThesis

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