PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STRATEGIES AND RETENTION OF LEARNERS IN PUBLIC SECONDARY SCHOOLS IN MALINDI SUB-COUNTY, KENYA
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Date
2022-08-31
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Tangaza University College
Abstract
This study sought to find out how the transformational leadership strategies adopted by principals
help in the retention of learners in public secondary schools in Malindi Sub-County, Kilifi County,
Kenya. The study was guided by the following research questions: How does the principal’s role
modeling enhance learner retention? To what extent does the provision of resources as strategy
employed by principals’ influence learner retention? To what extent does parental involvement as
a strategy employed by the principal impact learner’s retention? What is the relationship between
conducive learning environment and learner retention in Malindi Sub-County, Kilifi County? This
study adopted both the transformational leadership theory and Beatty Guenter’s 1994 Theory of
Students Retention. It adopted a mixed research method, specifically a convergent parallel mixed
method design to collect both qualitative and quantitative data. Both cross-sectional survey and
the phenomenology design were used. The researcher targeted one Sub-County Director of
Education, 29 principals, 453 teachers and 3760 students at public secondary schools in Malindi
Sub-County. The sample size was 531 participants. The probability sampling techniques used were
stratified and simple random sampling to select 136 teachers and 376 students of public secondary
schools. Purposive sampling technique was used to select the Sub-County Director of Education
and 9 principals. Data was collected through questionnaire and in-depth interview guides. The
instruments were subjected to both face and content validity. Cronbach Alpha determined the
reliability of Quantitative data. Qualitative and quantitative data were concurrently collected and
analyzed. Quantitative data was analyzed using Statistical Package for Social Sciences version 24
that generated descriptive statistics such as frequencies and percentages that summarized data and
presented. Qualitative data was organized into themes and presented using narratives and direct
quotes. Ethical principles were considered in the whole research process. The findings showed that
some of the transformational strategies principals employed need to be strengthened in order to
influence the learners’ retention. These include provision of resources such as equipped library,
ensuring teachers observe time allocated in class, correcting books of the learners and parental
involvement. The study recommends that the government, through its agencies such as the MOE
and TSC, should provide resources such as finances meant for FSE, learning materials, and
infrastructure on time to enable principals retain learners in school
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PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STRATEGIES AND RETENTION OF LEARNERS IN PUBLIC SECONDARY SCHOOLS IN MALINDI SUB-COUNTY, KENYA