HEADTEACHERS' TRANSFORMATIVE LEADERSHIP STRATEGIES ON TEACHERS' IMPLEMENTATION OF DIGITAL LITERACY TOOLS FOR LEARNING IN PUBLIC PRIMARY SCHOOLS IN NAKURU NORTH SUB-COUNTY, KENYA
Loading...
Date
2025-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Tangaza University
Abstract
The study aimed at examining how head teachers' transformative leadership strategies influence teachers' implementation of digital literacy tools for learning in public primary schools in Nakuru North Sub-County, Kenya. The study was guided by the following research objectives: to assess how head teachers' provision of ICT infrastructure influences teachers' implementation of digital literacy tools; to examine how head teachers' coordination of professional development affects teachers' implementation of digital literacy tools; to assess how head teachers' motivation strategies impact teachers' implementation of digital literacy tools; and to determine how head teachers' role modelling of digital literacy usage influences teachers' implementation of digital literacy tools in public primary schools in Nakuru North Sub-County. Transformational Leadership Theory and Technological Pedagogical Content Knowledge Theory were adopted for the study. The study adopted a convergent parallel mixed method design. The target population consisted of 44 schools, 44 head teachers, 350 teachers and 3654 students. Probability and Non-probability sampling techniques were used to select a sample size of 20 head teachers, 114 teachers and 322 students. The study used questionnaires, focus group discussion guide and in-depth interview guide to collect data. Validity of the Instrument was ensured through expert review and reliability was tested using Cronbach’s Alpha. Descriptive statistics were used to analyse quantitative data while qualitative data was categorized and interpreted in narrative form and direct quotes. The findings revealed that the provision of ICT infrastructure, coordination of professional development, motivation and role modelling played a pivotal role in ensuring the implementation of digital literacy tools in schools. The study concluded that there is limited funding for the purchase and regular maintenance of devices, reliable internet connectivity, and training for both teachers and students regarding the use of ICT tools. The study recommends that the government through the ministry of education should ensure that schools are equipped with a long-term digital strategy, including creating specialized roles for IT support staff to ensure sustainable and efficient ICT integration in education. The head teachers should also prioritize regular professional development programs focused on digital literacy to equip teachers with the necessary skills and knowledge.