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.

中文翻译：

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肯尼亚教师追随认同的构建

目的

本文的目的是对肯尼亚教师之间关注度较低的追随者身份的构建进行讨论。此外，由于肯尼亚目前正在实施一项新的教育课程（基于能力的课程），该课程要求教师在工作中更加积极主动，因此了解他们如何在学校建立追随者身份至关重要，因为这与实现学习成果。

设计/方法/方法

符号互动主义理论表明，个人根据他们赋予这些现象的意义并通过与他人的互动来对现象做出反应，已被用来支持本文中的论点。该理论与本文相关，因为它有助于理解教师通过与学校其他人的互动赋予“追随者”的含义。

发现

当前论文中的论点表明，随着肯尼亚教师与同事的互动，他们对“追随”的含义进行了定义和完善。由此产生的身份对这些教师来说很重要，尤其是当他们接受该国的新课程时，这要求他们更加积极主动，不像以前的那样。

研究限制/影响

由于这是一篇概念性论文，因此没有经验数据来验证给出的论点。

原创性/价值

本文讨论中符号互动主义的使用为追随者之间的追随者和身份建构增加了另一个维度。许多文献都集中在一般的追随者上，而不是从符号互动主义的角度来看。