Master of Education (Leadership & Administration)
Permanent URI for this collectionhttp://192.168.4.170:4000/handle/20.500.12342/288
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Item PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STRATEGIES ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN LOITOKITOK SUB- COUNTY KAJIADO COUNTY, KENYA(Tangaza University, 2024-09) ALICE WAIRIMU KIBOIThe study aimed to examine principals’ transformational leadership strategies on teachers’ job performance in public secondary schools in Loitokitok Sub-County, Kajiado County, Kenya. Four objectives guided the study: to find out how principals’ motivational strategies influence teachers’ job performance; to assess the extent to which the principals’ role modelling strategy influence teachers’ job performance; to examine the extent to which the principals’ capacity-building strategy influence teachers’ job performance, and to investigate how principals’ delegation of duties strategy influence teachers’ job performance. The study was anchored on transformational leadership theory. A mixed-method research approach was employed with a concurrent research design to gather qualitative and quantitative data. The study targeted all public secondary schools, school principals, teachers, and the Sub-County Education Director in Loitokitok Sub-County, Kajiado County. Seven public secondary schools and 90 teachers from the sampled schools were selected. Schools were selected using stratified and simple random sampling; principals were selected using purposive sampling; teachers were selected using proportionate stratified sampling and simple random sampling; and the Sub-County Educational Director was selected using purposive sampling. A total of 98 respondents took part in the study. Data was collected through closed-ended questionnaires from the teachers and in-depth interview guides for principals and the Sub-County Director of Education. Research instruments were subjected to face and content validity. The reliability of the teachers’ questionnaires was tested using the test-retest technique. Quantitative data was analyzed descriptively with the help of the Statistical Package for Social Science (SPSS) version 27 and reported in frequency distributions, means, and percentages. Data was presented in bar graphs, pie charts, and tables. The qualitative data was organized into themes based on the research questions and reported in narrative form and direct quotations. Ethical considerations were adhered to throughout the process. The findings revealed that motivational strategies had a significant positive impact on teacher job performance, while role modelling moderately influenced teachers' attitudes and behaviours. Capacity-building initiatives improved performance. Delegation of duties increased job satisfaction and empowered teachers. Based on the findings, the study recommended that secondary school principals be trained in transformational leadership skills to inspire and motivate teachers, to improve their performance. Additionally, principals should focus on capacity-building through training, seminars, and benchmarking, as well as involving teachers in management roles to enhance their skills and contribute to school success. These positively impact teachers' job performance and overall school effectiveness.