Utilization of Leadership and Authority in Higher Educational Institutions in Kenya According to Situational Theory in the Era of Technological and Demographic Change

This article aims to analyse the utilization of leadership and authority in Kenyan higher educational institutions according to situational theory in the age of artificial intelligence (AI) driven economy. Situational approaches to leadership suggest that situational factors must be considered and that one kind of behaviour may work in one setting but not in another. This paper brings together several theoretical and practical implications involving the sustainability of education institutions’ management, because education institutions have been under pressure to improve their performance, and many governments have implemented new regulations that seek to professionalize institutions’ leadership in pursuit of excellence. The necessity of using modern approaches to managing and leading education institutions as an integral element of the economy, which is the driver of professional growth and changes in society, is substantiated. The study concludes that the construct situational leadership, focus on changing job markets, CT infrastructure, students, staff, regulatory environment, and society, has a direct effect on the effectiveness of leading educational institutions. In addition, the constructs of contingency leadership have a direct effect on educational institutions’ work processes. Educational institutions thus face a myriad of leadership challenges and demand a paradigm shift