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Influence of strategic plan implementation on academic performance of selected Seventh-day Adventist educational institutions in Zimbabwe
(Adventist University of Africa, 2025-05) Machila, Jalabani
This study examined the influence of strategic plan implementation on the performance of selected Seventh-day Adventist (SDA) educational institutions in Zimbabwe. Its primary objective was to evaluate how effective these institutions convert strategic objectives into practical actions that enhance overall performance. Employing a concurrent mixed-methods approach, the research utilizes questionnaires, interviews, surveys, and document analysis for data collection. Both qualitative and quantitative data was obtained from 248 participants of selected SDA institutions in Zimbabwe. Findings revealed a significant positive relationship between effective strategic plan implementation and institutional performance. Institutions adept at translating and executing strategic objectives showed notable improvements in performance metrics, including academic outcomes, student experiences, and stakeholder satisfaction. Successful execution hinges on aligning objectives with available resources, establishing clear accountability, and cultivating a culture of continuous improvement. The study identifies several barriers to effective strategic plan implementation, such as resource constraints and resistance to change. It emphasizes the critical role of leadership, particularly pedagogical leadership, in overcoming these challenges and driving strategic initiative success. The study concluded that there is need to align strategic planning and implementation with the religious principles and educational philosophies underpinning the SDA institutions for improved performance. The study recommends increased autonomy for these institutions, strengthening partnerships, and enhancing stakeholder engagement in decision-making processes. It advocates for aligning organizational culture with strategic goals, addressing resistance to change proactively, and clearly communicating mission statements to all involved parties. Regular monitoring and evaluation of strategic impacts and conducting related workshops is necessary for improved results.
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Followership traits and styles effect on organizational performance in Seventh-day Adventist organizations in Kenya: The moderating role of follower demographics and leadership personality
(Adventist University of Africa, 2025-05)
This study examined the influence of followership styles and traits on organizational performance and the moderating roles of leadership personality and follower demographics in Seventh-day Adventist organizations in Kenya. Using a quantitative, cross-sectional, correlational research design, data were collected from 381 respondents via self-administered questionnaires. The findings revealed a significant but weak correlation between leadership personality and employee performance (r = -.439, p < .001) and organizational financial sustainability (r = .271, p < .001). Followership styles, such as exemplary followers (β = .295, p < .001), alienated (β = -.279, p < .001), and pragmatic (β = .085, p = .001), are predictors of job satisfaction, while alienated (ß=-.385, p <.001) and passive followers (ß=-.159, p <.01) significantly influenced financial sustainability. Also, followership attributes such as competence was the strongest predictor of job satisfaction (ß = .529, p < .001), and good judgment was the strongest predictor of financial sustainability (ß = .455, p < .001). In addition, none of the followers' demographic characteristics had a significant effect. However, leadership personality mediated alienated followership style and job satisfaction (B= -.357, SE= .104, p = <.001). The study concludes that followership styles and traits significantly influence organizational performance, with leadership personality serving as the moderating factor. Based on the results, it is strongly recommended that organizations give serious consideration to followership.
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Assessing the relationship between leadership development outcomes and servant leadership philosophy adoption among postgraduate students at Christian universities in Nairobi, Kenya
(Adventist University of Africa, 2025-05) Obara, Ruth Kwalanda
Leadership development remains a critical area of research. This study assessed the relationship between leadership development outcomes and adoption of a servant leadership philosophy among postgraduate students in Christian Universities in Nairobi, Kenya. The study established that Christian spiritual formation, personal formation and leader self -concepts are predictors of adoption of servant leadership. A framework for leadership development process has been proposed. The study employed a quantitative cross-sectional design. Stratified random sampling method was used to select 288 postgraduate students from three Christian universities in Nairobi, Kenya. Data were collected through a self- administered questionnaire using the survey monkey application and data analyzed using SPSS software. A multiple regression model was a good fit. Christian spiritual formation, personal formation and lead self -concepts statistically significantly predicted adoption of servant leadership philosophy, ( F(3,181)=33.75,p<.001. Adj. R2 =.36). Gender, year of study and course of study did not moderate servant leadership adoption. Level of study did have a moderating effect. These findings suggest that institutional mission focus on spiritual growth and leader identity formation plays a more significant role in developing servant leadership style. The findings have practical implications for various stakeholders. Institutions should implement structured curricula that emphasize spiritual and personal formation, leader identity development, and experiential leadership practice. Future research should explore qualitative narratives of leadership development outcomes, longitudinal tracking of leadership growth, and comparative studies across different institutional contexts.
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Influence of mentorship on development of leadership skills among young future leaders in Ondo State, Nigeria
(Adventist University of Africa, 2025-05) Ajayi, Ayodeji
The development of the required leadership skills by young future leaders is very important to addressing the lack of efficient and effective leadership to achieve planned socio – economic development in both private and public sectors at the national and state levels in Nigeria. This has been identified by some studies on leadership skills in Nigeria. However, nothing seems to have been done on factors that influence the development of leadership skills among young future leaders, especially, in Ondo State, Nigeria. Therefore, this study examined the influence of mentorship on the development of leadership skills in young future leaders in Ondo State, Nigeria. An exploratory mixed research design was employed for the study. The total number of universities engaged in the study was six comprising one federal university, three state universities and two private universities. The targeted population for the study was 396 respondents out which 358 questionnaires were successfully returned representing 90.4% return rate. Both descriptive and inferential statistics were used to analyse the data. The results revealed that at 0.05 level of significance, leadership skills are practised by young future leaders as evidenced by the p-value of 0.000. Furthermore, the result revealed that mentorship is received for leadership skills by young future leaders with p-value of 0.000. The result also showed that received mentorship significantly influence leadership skills practised by young future leaders with a p-value of 0.000. In addition, since the p-value is 0.000, the result indicated that demographic and socio-economic characteristics of the mentors significantly influence leadership skills practised by young future leaders. In this same vein, the result showed that the demographic and socio-economic characteristics of the mentees independently influence the leadership skills practised by young future leaders with a p-value of 0.003. It was also discovered that with a p-value of 0.000, the frequency of meetings, duration of meeting and mentorship style each independently have significant influence on leadership skills practised by young future leaders. The study concluded that mentorship plays a crucial role in the development of leadership skills among young future leaders. Through this relationship, young future leaders can develop the needed leadership skills like communication, decision making, problem solving, taking risks, emotional intelligence, strategic visioning, motivating and inspiring others for effective and efficient leadership. Consequently, the study recommended that all relevant bodies should urgently incorporate mentorship courses into the curriculum of higher institutions and provide the enabling environment for mentorship to flourish in all sectors.
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Transformational Leadership and Educational Development in Seventh-Day Adventist Schools of The Central Malagasy Conference, Madagascar
(UKR Journal of Arts, Humanities and Social Sciences (UKRJAHSS), 2025) ANDRIAMPANIRY RATSIMBA Oliva Colombe; Angela Ewhonne Nwaomah, Ph.D
Despite increased research interest in leadership of educational quality among developing countries, there are few documented studies on the transformational dynamics of religious school leadership in Africa, especially resource-constrained learning environments like Madagascar. This study examines the impact of transformational leadership on school educational development in Seventh-day Adventist (SDA) secondary schools in the Central Malagasy Conference of Madagascar. Using a mixed-methods approach, quantitative surveys (n=28) and qualitative interviews (n=34) assessed leadership style, teacher motivation, student performance, and adherence to Adventist educational philosophy. Quantitative findings showed a strong correlation between transformational leadership and academic achievement, with teacher motivation the strongest predictor (r = .658, β = .412, p = .016). The highest transformational leadership schools experienced 21% to 28% improvement across various indicators. Qualitative findings revealed four main themes: a shared inspiring vision, individualized support, shared governance, and addressing contextual challenges, including limited resources. Findings indicate that transformational leadership rooted in Malagasy values of service and cultural values improves teacher motivation, student achievement, and institutional growth, even if hampered by material constraints. However, the leadership effect is moderated by resource constraints, explaining 47.6% of unexplained variance. The study extends transformational leadership theory by demonstrating that changes are required in faith-based, communal, and resource-poor contexts. Practical recommendations are leadership development programs that embed transformational competencies in Adventist philosophy, institutional support mechanisms that reduce administrative workload, and policy systems that ensure leadership succession. This research contributes to the application of leadership theories from across the globe to African faith-based educational settings and provides evidence-based guidance for SDA educational leadership development.