Influence Of Principals’ Transformational Leadership Practices On Management Of Public Secondary Schools In Trans-Nzoia County, Kenya

Abstract

Principals face impediments in schools while executing their mandate. This has posed management challenges leading to schools‟ mismanagement. The study investigated principals‟ transformational leadership practices‟ impact on the management of public secondary schools of Trans-Nzoia County. The study was guided by four objectives: to investigate the effect of principals‟ TLP on teachers‟ commitment; to establish the impact of principals‟ TLP on management of schools‟ physical resources; to determine the influence of principals‟ TLP on management of schools‟ instructional material resources; and to determine the effect of principals‟ TLP on management of schools‟ financial resources. The study was confined to Trans-Nzoia County‟s public secondary schools where principals and teachers were involved for the provision of the required information. The theoretical framework was hinged upon Bass‟ transformational leadership theory that elucidates what leaders undertake to achieve greater magnitudes of development in their institutions. A descriptive survey research design was utilized in the study. The study‟s target population of 240 principals and 2400 teachers from public secondary schools of Trans-Nzoia County was considered and from which a sample of 144 principals and 331 teachers totalling 475 respondents was determined through the use of Morgan formula plus 35 teachers in 5 Focus Group Discussions (FGDs). Stratified sampling, simple random sampling and purposive sampling techniques were used to sample the required sample size. The instruments used for data collection were questionnaires for teachers, FGD for teachers and interviews schedules for principals. The validity of instruments in the study was ascertained through construct validity technique where the three instruments of data collection were given to supervisors for validation. A test-retest technique using Spearman rank correlation was undertaken to determine the reliability of instruments and was accepted at 0.82. The study yielded both qualitative and quantitative data. Qualitatively, data was analyzed thematically through content analysis. Quantitative data was analyzed by the use of both descriptive and inferential statistics using frequencies, percentages, SD, ANOVA, chi-square, regression and Spearman rank correlation. The Statistical Package for Social Sciences (SPSS) version 23 was used in data analysis. The presentation of data entailed the use of graphs and tables. Findings revealed that: principals‟ TLP had a significant effect on teachers‟ commitment with a positive correlation p=0.005; schools‟ physical resources management with p value 0.017; schools‟ instructional material resources management p value 0.017; and schools‟ financial resources management p value 0.001 in public secondary schools of Trans-Nzoia County. In conclusion, the study established a significant influence of principals‟ TLP on teachers‟ commitment, schools‟ physical resources management, schools‟ instructional material resources management and schools‟ financial resources management. The study recommends adoption of TLP by principals to help them manage their schools well and enrichment of Kenya Education Management Institute (KEMI) transformational leadership course for institutional heads. It is anticipated the study outcomes will be useful to: MoE to come up with better policies on principals‟ training; principals‟ who may adopt TLP; teachers‟ who may perform better as a result of being motivated, inspired and appreciated; students who may do well in KCSE as a result of a good learning atmosphere; and form a foundation for further research on how principals‟ TLP impact on the commitment of subordinate staff to work and maintenance of schools‟ resources.