Collaborative leadership and maintaining momentum in educational change : case TVET Kenya
Shemeikka Okello, Miia (2026)
2026
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202603164373
https://urn.fi/URN:NBN:fi:amk-202603164373
Tiivistelmä
The purpose of this research was to examine the role of collaborative leadership in maintaining momentum and supporting the sustainability of educational change within an international TVET educational development project. The study focused on how leadership practices contribute to embedding project outcomes into institutional structures and routines beyond the project period.
The research was conducted using an action research approach, with the researcher participating in the project while simultaneously observing leadership practices, collaboration and organizational processes. Data were collected through systematic observation, reflective field notes, and a questionnaire consisting of four Likert-scale items and one open-ended question administered to participating TVET teachers. The data collection process took place throughout the project lifecycle and incorporated both face-to-face and online contexts.
The qualitative data were analysed using deductive qualitative content analysis guided by the theoretical framework of collaborative leadership and systems thinking. The Likert-scale responses were analysed descriptively using Microsoft Forms. The different data sources were treated as an interconnected dataset to enhance methodological triangulation.
The findings indicate that sustainable educational change requires leadership practices that integrate structural support, professional capacity building, clear communication of vision and the cultivation of collaboration. The results highlight the importance of systemic alignment and active institutional leadership engagement throughout all phases of international development projects to ensure long-term sustainability beyond external funding.
The research was conducted using an action research approach, with the researcher participating in the project while simultaneously observing leadership practices, collaboration and organizational processes. Data were collected through systematic observation, reflective field notes, and a questionnaire consisting of four Likert-scale items and one open-ended question administered to participating TVET teachers. The data collection process took place throughout the project lifecycle and incorporated both face-to-face and online contexts.
The qualitative data were analysed using deductive qualitative content analysis guided by the theoretical framework of collaborative leadership and systems thinking. The Likert-scale responses were analysed descriptively using Microsoft Forms. The different data sources were treated as an interconnected dataset to enhance methodological triangulation.
The findings indicate that sustainable educational change requires leadership practices that integrate structural support, professional capacity building, clear communication of vision and the cultivation of collaboration. The results highlight the importance of systemic alignment and active institutional leadership engagement throughout all phases of international development projects to ensure long-term sustainability beyond external funding.